Stem 11 - C G7 Research
Stem 11 - C G7 Research
Stem 11 - C G7 Research
BALDESANCHO, OLIVIA
PARAISO, AUBREY
HALLARCES, ABIGAIL
SORIANO, ROSEMARIE
ZABAT,KYLE
.
CHAPTER 1
activities and there are been an increase in the number of studies related to this area
(Silliman et al., 2014). Involving in sports activities have been associated with lower
levels of depressive symptoms, increase happiness level and also life satisfaction and it
will also improve students’ health (Menec 2013). Other than that, by participating in
sports, students will make more friends, expanding life experience, offering and
necessary for them to relieve themselves from stressful academic work. Furthermore,
after the students graduate from university, most of the students will enter into
that those social activities in campus can help the students a lot. For example, when the
School organizes a sport event, there will be many other could join the event, as for that,
the students can communicate and meet many people and they can exchange ideas and
Many studies show more success for students who participate in sports regardless
of age. Also, not only does it have health benefits and create teamwork skill but
are common in real life. By participating in sports, students are able to experience all
healthy aspects of competition. Competition is something that never ends, even after the
game is over. For example, after graduation, students experience competition obtaining
.
and keeping jobs. Students all of ages who participate in sports have been found to cope
batter with competition in other areas of their lives (Ritchie, 2010. Lastly, research
suggests that high school students usually handle a pretty busy schedule with not much
time left to fit in physical activity, so being part of a sports team gives students the
When it comes to gender, a major difference between male athletes is that male
athletes are said to not value the importance of academic performance. This study is
usually indicated by poor class attendance, spending more time in sports, focusing on
becoming professional athletes. This eventually influences the whole team to behave the
same way (Allen, 2017). On the other hand, female athletes receive positive influence
This creates a positive team subculture among female athletes, and it eventually
leads to positive influence on all team members’ academic performances (Allen, 2017).
In addition to gender, race also seems to play a role in academic performance. For
instance, several researchers note that the relationships between adolescent athletic
involvement and academic outcomes cross racial and gender lines (e.g., Marsh, 2013;
whitley 2016).
Most School aimed to produce students with good academic performance but the
(Allen,2015) and also over dependency on personal support from other people for better
activities that been recognized by the school or university, this will contributed to the
education of students. This is also will result that students tend to achieve better grades in
their academic, have greater chances of implementing career objectives and more
satisfied with their experience. Another taught is majority of the students still do not
know the importance of sports involvement. Some of them already know the importance
but they were still resisting to exercise. Perhaps, the sport education exposures are low or
not being emphasized by the School. To relate all the possible factors are student
To our knowledge, to date there has been no attempt in the empirical literature to
distinguish between these hypotheses. One important of Sports involvement past research
by scholars have shown that sports can provide motivation for students to succeed in the
classroom. For instance, The Director of the Division of Adolescent and School Health
for the Centers for Disease Control, Howell Weshler, reviewed 50 studies examining the
half of the studies showed positive associations and virtually none of research
Sports today cut across all barriers, be they ethnic, religious, racial or educational
and has served as a symbolic dialogue in developing the citizens of the world. Sports
according to Irby (2008), is an integral part of the total makeup of the society. Markovits,
.
(2002) defined sport as highly organized games and competitions requiring physical skill,
strategy and chance as well as physical prowess (Grow, 2010). Students spend a great
deal of time sitting at a desk, reading books and do assignments until late into the night.
The burden life of students makes them have no time to do any sports. Encouraging
students to get daily physical activity increases their health and fitness, while also making
them feel better overall. Students are known for having very demanding schedules. Most
participate in sports, clubs, extra-curricular activities, and advanced classes. Sports have
become a major attraction among all students, most of them involve in different sports
activities. Some of them focus on playing and lost their time for their academics but most
of them also balance it. This study will focuses specifically on the relationship between
non varsity Junior High School Student student’s in Nueva Ecija High School, level of
participation in sports and their level of achievement in academics. This topic give
interest to us because most students find themselves struggling to manage time and effort
between sports related activities and academic task and activities. It is for these reasons
that the researchers propose to assess the effect of Sports involvement of the non-varsity
Junior High School students of the Nueva Ecija High School during the second semester
With all the thoughts above the researchers initiate to conduct the study with the
objectives to look into all the possible reasons of sports involvement of non–varsity
Junior High School students and its relation to their academic performance. And also to
address some reasons why such responses are recurring and most dominated.
.
This study aimed to assess the effects of sports involvement on the academic
performance of the non-varsity students of Junior High School Students of Nueva Ecija
High School for the first semester of the school year 2022-2023
1.1 Age
1.2 Sex
2. What is the perceived assessment level on the sports involvement and academic
performance of the non-varsity Junior High School Students of Nueva Ecija High
.
School?
3. What is the mean academic performance of the non-varsity students in Junior High
HYPOTHESES
characteristics and their level of sports involvement and their academic performance.
2. There is no significant relationship between the level of sports involvement and their
academic performance.
The findings of this study may serve as a contribution towards and improvement
Students. The results of the study will help the students to determine their strengths and
weaknesses in sports in relation to their academic performance, hence, they will strive to
strengthen them.
.
Parents. The findings of this study will give parents an opportunity to understand their
child in terms of balancing their academics and sports. This study will also guide the
Researchers. The result of this study will help the researchers to prepare learning
activities or seminars for the students regarding academics and sports involvement of
students.
Future Researchers. The findings could stimulate more researchers in the field of
Education particularly in Physical Education and Sports area not covered by the study
Definition of terms
The following terms were defined operationally as used in the context of the study
so that any reader can fully understand how terms were used.
study, this will be measured using each student’s the general average grade of the
Athlete. refers to a student who reports participation in at least one organized sports
Non-varsity. refers to a student who does not participate in at least one organized sports
Organized sport programs. refers to community or school based programs that provide
coaching, supervision, proper equipment, and safety rules, but they may also create
expectations that exceed a young person’s stage of growth and maturation, which may
activities.
program (Stephens & Schaban, 2016)s either at school or within the community.
Study. it is an effort to learn about any subject. It is an important part of learning because
The focus of the study was on assessing and identifying the Sports involvement of
the non-varsity Junior High School Students of Nueva Ecija High School: Its relation to
their academic performance for the school year 2022-2023. The respondents of this study
were the Junior High Schools students of the Nueva Ecija High School. It will assessed
the respondents profile and their level of Sports involvement and Academic performance.
involvement and their academic performance. It will also test the significant difference in
the sports involvement and academic performance of the non-varsity students Junior
High School at Nueva Ecija High School when grouped according to their profile.
CHAPTER 2
This chapter presents related literature and studies from which salient ideas are derived.
RELATED LITERATURE
Sports are activities that can provide happiness, joy and fun to the students of
a certain schools or universities. These are basically for students who are specializing one
or more sports that will give them satisfaction and fulfillment. Sports can provide the
.
experience that will eventually lead to active and healthy lifestyle. For some students,
sport is also a way to develop the skills of the students, not only on their physical
DEFINITION OF SPORTS
Sports start with the beginning of human life and used for many different
purposes in time (Sönmez & Sunay, 2014). Sports are the activities involving powers and
skills, competition, strategy, and chance, and engaged in for the enjoyment, satisfaction
and personal gain (such as income) of the participant, and others (e.g., spectators),
PERFORMANCE
In addition to the opportunity for physical activity, organized sports may offer
additional benefits that help students succeed academically. Several studies have
achievement. There is evidence from these studies that athletes who have higher levels of
sports participation outperform lower participation athletes and non- athletes in measures
such as overall GPA, math GPA, and class rank. Findings span both the middle and high
academically, but also express greater satisfaction with the total high school experience
than students who do not participate. According to a 2015 survey conducted for the
NFHS by Indiana University; grade point average for "high activity" students was 3.05
on a 4.0 scale, compared to a GPA of 2.54 for "low activity" students. According to the
researchers, high activity defines as involvement in four or more activities, while low
theoretically ambiguous. Participating may reduce the time available for studying and
learning. Conversely, it has been argued that sports participation increases students’
spillovers. Studies have, in fact, shown that high school athletes receive better grades
( Darling, Caldwell, and Smith 2015; Eccles and Barber, 1999; Elite and Elite, 2012;
Silliker and Quirk, 1997), have higher educational and occupational aspirations (Darling
et al., 2015; Marsh and Kleitman,2012; Otto And Alwin, 1997; Sabo, Menick and
Vandossen, 1993), spend more time doing homework (Marsh and Kleitman 2012), and
have more positive attitude towards school ( Darling at el., 2015; Eccles & and Barber,
unobservable correlated with both sports participation and the outcome under study as
Adler & Adler (2015) suggest many university students are not ready and
sports. They obtained lower ‘CGPA’ have higher dropout rates and lower chances of
.
completing their college education. According to Allen (2017), team subculture was one
of the factors that influenced the academic achievement of university athletes, apart from
factors such as the behavior of parents and academic faculty members. Allen(2017) also
suggest the sub culture of a team is influenced by the behavior of the coach and
teammates and this has an effect on academic achievement throughout their university
education, university athletes will be exposed to various cultures and lifestyle in the
campus that could affect their academic achievements. Their culture will develop as they
socialize with their peers, coaches, lecturers, university staff and faculty members, as
well as academic counsellors in the university community from their first year until they
Soltz (2015) reported the grades of 1,550 athletes compared to 4,553 non-
athletes in one district. The athletes' grades were consistently higher, a 2.67 GPA on a
four-point scale compared to a 2.12 for the non-athletes. He also found that the athletes
received more failing grades when they were not participating in a sport than when they
were participating.
athletes (at least one sport each year of high school) outperformed low-participant
athletes in class rank, overall GPA, and math GPA. Both female and male athletes in the
differences were only statistically significant for the female athletes. Not only did the
.
high participant female athletes outperform the low-participant female athletes, but they
(Açıkada, Ergen, 2014). Moreover students who participate in interscholastic sports tend
to have higher grade-point averages, better attendance records, lower dropout rates, and
fewer discipline problems and enhanced self-esteem than students in general (NFHS,
2012).
(2011) summarized 20 years of research on the relationship between sports and academic
achievement. He noted that a positive relationship existed between sports and academic
achievement.
extracurricular program in the high schools. Camp suggested that academic achievement
et al.’s (2011) studies on minority students also revealed a positive relationship between
academic achievement and sports participation. Lee et al. (2011) found that a positive
African American students. A few of the academic behaviors cited were homework
habits, attitude toward school, cooperation with teachers, and study habits.
.
sports. Although his study did not reveal increased academic achievement in all areas, it
did show significance in two areas. Broughton’s study did indicate that minority athletes
scored higher grade point averages (GPA) than did non-minority athletes and those
individual sport (i.e. gymnastics) participants scored higher grade point averages (GPA)
than did team sport (i.e. football) participants. Coyle’s study demonstrated that athletes
had significantly greater achievement motivation than did the non-sport participants.
Without athletics, many students would not remain in school. This influence could be
particularly true of starting players on athletic teams who develop an attachment to their
coach and see the coach as an important influence on their life and their future academic
During the past century, organized youth sports have become an integral part of
American culture. The beginning of the youth sports movement dates back to the early
1900s, when it was recognized that physical activity was an important part of education
(Smoll & Smith, 2012). Sports programs began as afterschool recreation activities, but
soon acquired a highly competitive orientation. Over time, a host of local and national
agencies took over sponsorship and control of some sports, and a wide array of sport
programs grew in scope and popularity (Smoll & Smith, 2012). Today, students
participate in various types of organized sports programs. These can be divided into two
main categories: team sports in which youth compete together, and individual sports in
which participants compete as individuals. The most common team sports among youth
.
include basketball, football, and soccer, and the most common individual sports include
The belief that participation in sports provides many benefits for youth is long
positive youth development. As Larson (2010) explained, sports teams and other
increasing the capacity for initiative among youth. Initiative is necessary for adolescents
to motivate themselves and take action in their daily lives, but is not easy to obtain
adolescents and found that they described school as challenging, but reported low
Larson (2010) found that adolescents reporting feeling both challenged and
motivated during sports and other hobbies. The presence of intrinsic motivation and
own action in pursuit of a goal. This allows for “mastery experiences,” one of the most
common sources of self-efficacy (Bandura, 2017). Additionally, time spent with peers on
organized sports teams allows for two other contributing factors to self efficacy: social
persuasion and vicarious learning (Bandura, 2017). Additionally, there is some evidence
that school-based sports participation may foster identification with schools and school
related values, including performing well academically (Marsh & Kleitman, 2013).
.
Hence, sports provide multiple avenues through which adolescents might improve their
academic achievement.
education and many people have believed that participation in sports negatively effect on
According to (Ahamed et al, 2017) revealed that the perception that time spent on
nonacademic pursuits negatively impacts children’s performance in school that has made
Related studies
Every athlete dreams of moving onto the professional level and getting paid to
play the game that they love, but in reality a majority of the 450,000 NCAA student
athletes will not continue onto the professional level. This is causing people to ponder if
the sacrifice to the academic progress of athletes is worth the energy to continue playing
sports for four more years in college. Many people argue that the academic performance
of athletes is troubling considering that after sports they only have their education to fall
back on and make a life out of that knowledge. In a study conducted by Pascarella et al.
(2015), the results found compelling results about the cognitive developments of first
effects of college athletics on reading comprehension, math and critical thinking skills.
There were 2,416 first year students who took part in the National Study of Student
.
Learning survey, which is a longitudinal evaluation of the factors that affect learning and
cognitive developments in college. They discovered that male athletes, in revenue sports
such as football and basketball, suffered in reading comprehension and math. They
found that these revenue sport athletes struggled compared to non- athletes, and male
athletes in other sports tested the same as non-athletes in reading comprehension and
math. On the contrary, female athletes lagged behind their peers in reading
comprehension. Both male and female athletes fell behind nonstudent athletes in critical
thinking skills such as open mindedness, maturity and inquisitiveness (Pascarella et al,
2015).
These statistics confirm that some athletes are lagging behind their peers, but have
led researchers to believe that revenue sports may be the real source of the low academic
progress of athletes. The hours of practice and preparation for game day undoubtedly take
athletes away from their studies. Maloney and McCormick (2014) conducted a study at
grade point worse than regular students in three out of 10 classes. They also discovered
athletes in revenue sports are lagging behind their peers. Athletes in football and
basketball do one-tenth of a grade point worse than their fellow student athletes (Maloney
& McCormick, 2014). Concerns for revenue sports are extreme with suggestions that
these major sports do not allow time for their athletes to be students. Some people are
even voicing their opinion that these athletes are employees of the athletic department
(Feezell, 2014).
.
The concern over student athlete success has culminated into millions of dollars
being spent at universities for academic support of their athletes along with new NCAA
regulations over academic affairs, hours spent practicing, and days off. Burns, Jasinski,
Dunn and Fletcher (2013) conducted a survey focused on determining the effects of
academic support services on career decision-making skills for athletes. They conducted
a study of 158 Division 1 student athletes from 11 different universities. All student
athletes in this study were required to attend academic support programs at their
universities during their freshman and sophomore years. All programs were based on the
NCAA Challenging Athlete’s Minds for Personal Success (CHAMPS) program and
on career planning, resume writing and internships. The results were calculated by
surveys that were distributed by coaches to the specific athletes. Satisfaction with
academic support services was measured with the Reimer and Chelladurai’s Athlete
Satisfaction Questionnaire whereas the Betz, Klein and Taylor’s career decision-making
The results showed a positive correlation between people who believed academic
support services were helpful with confidence in career direction. These CHAMP
programs make people feel more confident about their life skills, and certain of their
career decisions through resume development and experience in that specific field
Perhaps the most relevant theory to understanding the impact that participating in
through Sports (PASS) theory. The PASS theory, established in 1992, was one of the first
.
major theories based on the belief that sports participation is directly linked to
The PASS theory is not a traditional or familiar social and behavior science
yearlong elective course that encompasses the positive attitude and attributes of
participating in sports, and brings them into the classroom. The PASS program was
organization, and it was based on the premise that athletics become a guide or study for
improving students in the classroom as well as on the playing field. ASI views athletics
as a solution to poor academic performance in school and the PASS program helps
students see the connections between athletic and academic success (Muir, 2015).
school of African American and other at-risk students because an achievement gap
between minority students and White students does exist (Hill-Jackson, 2008; Smith-
African American students and U.S. high schools. This report highlights the achievement
gap and dropout crisis suffered by African American students. On average, African
American and Hispanic 12th-grade students read at approximately the same level as
White eighth graders (Office of Vocational and Adult Education, 2002), and about half of
.
poor, urban ninth graders read at only a fifth- or sixth grade level (Neild & Balfanz,
2014).
significantly lower than those for men and women across every other racial and ethnic
group (U.S. Department of Education, National Center for Education Statistics, 2015).
The achievement gap is not limited to reading. African American students scored
lower than all other racial and ethnic groups on both the math and verbal portions of the
The discrepancy between White and African American students is also evident
when comparing the graduation rates of both racial groups. Nearly half of the nation’s
African American students, but only 11% of White students, attend high schools in which
According to the American College Testing (ACT) profile report (2012), African
American female students scored significantly lower than White female students in all
four subject areas of the ACT. In addition to the lower performance on college aptitude
tests, in 2003 only 55% of black students graduated from high school on time with a
Participation in sports also has other benefits that may increase academic
performance of high school athletes versus non-athletes in North Carolina found that
athletes had a higher mean GPA, better attendance rate, lower discipline referral
percentage, lower dropout rate, and higher graduation rate. The results of this study are
not surprising, as a wealth of research supports this notion. For many students, sports
.
team participation is the major route by which they are physically active, and several
studies suggest that participation on sports teams is also associated with better academic
teams may provide an incentive for student athletes to succeed academically (Overton,
2015). Not only do the results of Overton’s study suggest that the academic performance
of high school athletes is better than that of nonathletes, but the findings also hold true
with variables such as race and gender. Another study examining the associations
between sports participation, physical activity, and academic outcomes found that
regardless of whether academic success was related to the physical activity itself or to
activity involvement and academic achievement among students (Fox et al., 2014).
In addition to health-related risk behaviors, for years, it was assumed that top-level
sports at school age might be negatively linked with academic achievement (Umbach et
al., 2016). In order for students to become experts in their sport, the most progress should
Consequently, talented athletes are repeatedly confronted with the stress resulting
from the demands of both domains (Jonker, Elferink-Gemser, & Visscher, 2015).
but this research suggests that alcohol might be introduced as a coping mechanism for the
sportrelated anxiety that athletes experience instead. Surprisingly, the significant increase
was only found in female athletes. A study comparing the health behaviors of 653
.
graduating high school athletes to non-athletes also found that students who participated
in sports were more likely to engage in alcohol risk behaviors (Geisner et al., 2015).
college who have participated in athletic activities in high school are more likely to have
higher peak drinking episodes and may be more inclined to engage in other risk
both male and female athletes at the adolescent level tend to consume alcohol more
frequently than their peers (Denham, 2011) and alcohol use is a quality indicator of lack
School factors are also influential in the academic success of African American
high school students. A critical need exists for research on high school dropout that goes
Students who feel more attached or embedded in their school exert more effort
(Johnson, Crosnoe, & Elder, 2014); student effort as it relates to increased school
thoughts and feelings that affect the effort a person exerts on a task (Darensbourg &
Blake, 2014).
.
The opportunity to play a high school sport and be a part of an athletic team is a
school factor made available to all students that demonstrates school commitment and
engagement and can lead to an increase in high school completion. Those who participate
al., 2014).
time daily training, preparing for competition, and learning to build upon the strengths of
each other; it is only natural for bonds and relationships to be established. Student
socialization and motivation increase just by the interaction with peers because the need
to belong is fulfilled. Peer groups have been cited as important to adolescent development
The results of Stewart’s (2008) study also suggest that school cohesion felt by
Athletic competition creates cohesion among all of these groups, and athletes are the
reason they come together. Athletics also provide schools with an opportunity to monitor
closely not only an athlete’s academic progress but also, more importantly, his or her
exposure and resilience to various risk factors in the social environment (Hawkins &
Mulkey, 2015).
programs (Santos & Reigados, 2012) and involvement with faculty (Komarraju,
Musulkin, & Bhattacharya, 2010) are two methods that can decrease the achievement
.
gap between African American and White students. These practices may be particularly
important for ethnic minorities who may not have people in their family or social network
that can support their academic endeavors (Alvarez, Blume, Cervantes & Thomas, 2016).
In the athletic realm, coaches are unofficial mentors for student athletes. When
examining the relationship between high school athletes and academic achievement, it is
essential to consider the role of the coaches as well. Students can have positive or
negative experiences from participating in athletics, and the coach has the greatest
someone in their lives who believed in them as individuals, accepting them despite their
good or bad choices. When positive relationships are established between teachers and
students, these relationships frequently can transcend the economic and social
disadvantages that afflict communities and schools alike in inner cities and rural areas
(Cummins, 2014).
future and encouraging meaningful participation from at risk students can ultimately lead
to increased academic performance. The close relationship that commonly exists between
coaches (as educators) and athletes provides the athlete a rationale and resources for
sustained academic effort even in the face of difficulties (Hawkins & Mulkey, 2015).
successful in school. A study conducted on at-risk students who graduated from high
school found that support was the biggest factor contributing to their success (Lessard et
.
al., 2016). Other researchers (Cummins, 2001; Scales & Letfert, 2014) have found that a
strong relationship exists between positive academic outcomes and academic support
from family and teachers. Unfortunately, not all students receive support from teachers
and parents, but most athletes do tend to receive support from their coaches. In one study,
the resilient students reported knowing where and how to get help when it was needed,
and when they could not count on their parents, resilient students turned to significant
adults— like their coaches—and got the help they needed (Lessard et al., 2016). There
are typically strong relationships established between coaches and athletes, especially if
students have participated in a sport with the same coach for several years. More studies
that specifically examine academic resilience in at- risk students, which often includes
athletes, should be conducted. Learning more about what keeps these students from
dropping out could potentially lead to refined prevention efforts if researchers can
identify the variables that differentiate resilient students from those who drop out and
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
academic success. They found that academically, athletes do three-tenths of a grade point
worse than regular students in three out of 10 classes. They also discovered athletes in
revenue sports are lagging behind their peers. Athletes in football and basketball do one-
tenth of a grade point worse than their fellow student athletes (Maloney & McCormick,
2014). Concerns for revenue sports are extreme with suggestions that these major sports
.
do not allow time for their athletes to be students. Some people are even voicing their
opinion that these athletes are employees of the athletic department (Feezell, 2014).
The concern over student athlete success has culminated into millions of dollars
being spent at universities for academic support of their athletes along with new NCAA
regulations over academic affairs, hours spent practicing, and days off. Burns, Jasinski,
Dunn and Fletcher (2013) conducted a survey focused on determining the effects of
academic support services on career decision-making skills for athletes. They conducted
a study of 158 Division 1 student athletes from 11 different universities. All student
athletes in this study were required to attend academic support programs at their
universities during their freshman and sophomore years. All programs were based on the
NCAA Challenging Athlete’s Minds for Personal Success (CHAMPS) program and
on career planning, resume writing and internships. The results were calculated by
surveys that were distributed by coaches to the specific athletes. Satisfaction with
academic support services was measured with the Reimer and Chelladurai’s Athlete
Satisfaction Questionnaire whereas the Betz, Klein and Taylor’s career decision-making
self-efficacy scale was used to measure confidence in making career decisions. The
results showed a positive correlation between people who believed academic support
services were helpful with confidence in career direction. These CHAMP programs make
people feel more confident about their life skills, and certain of their career decisions
through resume development and experience in that specific field through internships
universities, it is necessary to provide designated people to work with athletes. This will
balance both athletics and academics to create a situation that helps athletes succeed in
both fields. On the other hand, many people are firm believers that the positives of
athletic participation outweigh the negatives. Studies have shown that participation has a
A study conducted by Byrd and Ross (1991) focused on the influence of athletic
participation at the junior high level and showed that, even at a young age, athletics is
motivating student athletes in the classroom. Their study was conducted in a rural county
in Tennessee and is based off the responses of 379 students with an intermixed number of
athletes and non-athletes. These students attended one of two schools in this area and the
study consisted of 284 non-athletes and 95 athletes. The study’s results showed that 70%
of people agreed that being an athlete motivated them to attend school regularly. This
study also found that 71% said participation led to better time management. Competing at
the collegiate level results in substantial missed class time, but when they are not
traveling, athletes are attending classes to ultimately stay eligible to continue playing the
sport that they love. Athletic involvement promotes more efficient use of time and higher
SYNTHESIS
The related studies, herein discussed are related in a way that it deals on the relation of
sports and academic performance among students. The above-cited studies were cited of
its bearing to the present study, the similarities and dissimilarities on the study regarding
.
sports involvement of non-varsity Junior High School unstudents: Its relation to their
academic performance. However, they differ in a way that the respondents of the past
outcomes, specifically; physical and mental health, social wellbeing, cognitive and
academic performance. While the current study tackles on how the does the non-varsity
cope on their requirements after coming from any competitions. It also differs on the
setting and locale of the study. The finding of this study are to seek and determine the
profile of the respondents, their sports performance, and its relation to each other. This
study considers variable considering the possible effects of sport to the academic