The Effect of Athletic Participation On Academic Achievement For
The Effect of Athletic Participation On Academic Achievement For
The Effect of Athletic Participation On Academic Achievement For
SPIRAL
4-2023
Part of the Health and Physical Education Commons, and the Secondary Education Commons
Recommended Citation
Johnson, J. (2023). The effect of athletic participation on academic achievement for private high school
students [Doctoral dissertation, Lynn University]. SPIRAL. https://spiral.lynn.edu/etds/398
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The Effect of Athletic Participation on Academic Achievement for Private High School Students
by
Jeff Johnson
A Dissertation
Presented to
Lynn University
In Partial Fulfillment
April 2023
The Effect of Athletic Participation on Academic Achievement for Private High School Students
by Jeff Johnson
APPROVED
Abstract
Education's role in society is crucial for the sustainability of civilization (Ball, 2021).
Education consists of people training people for the future and the betterment of humanity.
Governments often prioritize education reform, and decision-makers and school leaders
constantly look at ways to improve student gains (Ball, 2021). Further, improving the education
system is an ongoing process that is an absolute necessity, and the intent behind this research
The relationship between athletics and academic performance has been studied broadly in
literature. However, there is a literary void and lack of delineated exploration regarding the
impact of athletic participation for different target groups or school types (i.e., grade, age,
gender, race, social-economic status, public, private, or charter schools). This research examined
this area of exposure in student curriculum within the private high school setting.
participation on academic achievement for private high school students. A complete literature
review created a framework for theory. As this was a study about private high school students,
the best population to provide input and data are those who work in a private high school setting.
The perceptions of fifty private high school professionals utilizing surveys befittingly assisted in
determining the effect of athletic participation on academic achievement in private high schools.
achievement for private high school students. Thus, it should be a significant area of focus for
private high school decision-makers, school leaders, and governing agencies. Recommendations
for future research are provided, and this dissertation serves as a stimulus for future studies.
Table of Contents
Abstract ………………………………………………………………………… 3
Table of Contents ………………………………………………………………. 4
Chapter I: Introduction …………………………………………………………. 6
Introduction to the Study ………………………………………………. 6
Statement of the Problem …………………………………………….... 8
Research Questions …………………………………………………...... 12
Significance of the Study ……………………………………………..... 13
Theoretical Framework ………………………………………………… 15
Definitions ……………………………………………………………… 17
Summary ……………………………………………………………….. 18
Chapter II: Review of Literature …………………………………………........... 21
Introduction …………………………………………………………....... 21
Theoretical Background ………………………………………………… 22
Physical Education in Schools: Athletics and Physical Activity ……….. 30
Limitations and Considerations ………………………………………… 42
Recommendations ………………………………………………………. 43
Conclusion ……………………………………………………………… 46
Chapter III: Methodology ………………………………………………............. 50
Overview and Purpose …………………………………………………. 50
Hypothesis ……………………………………………………………… 51
Research Design ………………………………………………………... 52
Population and Participants …………………………………………….. 53
Research Design Phase – Quantitative and Qualitative Procedures ……. 55
Instrumentation – Survey ………………………………………………. 58
Analysis – Survey ……………………………………………………… 58
Ethical Considerations …………………………………………………. 59
Limitations ……………………………………………………………... 60
Summary ………………………………………………………………. 61
Chapter IV: Research Findings ………………………………………………….. 64
Introduction ……………………………………………………………… 64
5
Chapter I: Introduction
Sports are an essential and integral aspect of American society, as most people in
America have either played or watched sports at least once in their lifetime (Macri, 2012).
as amateurs. Sports on the professional and collegiate levels are very popular with the American
public as they are seen on television, radio, print, and social media (Christiansen, 2022). Sports
are also a big business in that billions of dollars are spent proliferating the professional and
collegiate sports industries (Christiansen, 2022). The National Collegiate Athletic Association
(NCSA Sports, 2022) recently passed a rule that college athletes can now be paid similarly to
professional athletes through name, image, and likeness (NIL). These three terms comprise the
right of publicity, a legal concept that allows intercollegiate student-athletes to promote a product
or service (NCSA Sports, 2022). Many of the regulations of the NCAA restrict athletes from
(Christiansen, 2022). As a result of changes like this new legislation, college sports are currently
By contrast, youth and interscholastic sports are still considered amateur status. Playing
sports in school appeals to many students, as few would question the notion that it is engaging
for many middle and high school students (Rodesiler, 2017). Many consider it a large part of the
high school experience, and they participate for reasons such as enjoyment, recreation, and
competition. For other students and their parents, participating in sports perhaps leads to an
eventual financial benefit. They feel they will likely receive monetary profits from their
participation, like earning an athletic scholarship or securing a NIL deal (Fisher, 1996).
7
Physical education and athletics play a significant role in the high school education
experience (Knox, 2007; Sitkowski, 2008; Tublitz, 2007). Moreover, physical education and
education-based athletics are synonymous with a high school education. These focus on
character-building principles while complimenting academics, whereas many life lessons can be
better learned outside the classroom (Garcia, 2019; Pierce, 2019). These lessons can include hard
socialization skills, practicing good values such as sportsmanship, and understanding how to
manage adversity (Garcia, 2019). These are just a few documented intangible benefits and
Past research claims organized sports are crucial in developing children into educated and
well-rounded students (Sitkowski, 2008; Griffith, 2004; Schley, 2002). School leaders and
athletic administrators promote this ideology as a mainstay in today’s education curriculum, and
this claim is often included in their schools’ mission statements. The promotion of sports as a
path toward maturity is supported by studies that have found that participation in extracurricular
activities affects academic performance, attachment to school, and social development among
high school students. Research has also linked activity participation with school engagement and
academic success (Sitkowski, 2008; NHSAW, 2004; Martinez, 2016). Increased belief in this
phenomenon lends credibility and attracts more attention to the correlation between physical
education or athletic participation and academics. Termed as education through the physical,
school leaders and decision-makers constantly look for ways to improve student gains. Trusting
that athletic participation can assist this endeavor has historically garnered much support and
interest. Over the last decade, there has been an increased interest in the correlation between
8
involvement in athletics and success in the classroom for middle school, high school, and even
Anyone who cares about the future of our society should take an interest in ensuring that
all children get an adequate and well-rounded education to prepare them for the future
(Bhardwaj, 2016). Physical activity and athletic participation are essential parts of the learning
identify and address problems regarding the holistic education of all students (Bhardwaj, 2016).
Sports serve as a great unifier in that all children can partake in games or contests in some
capacity. People need to understand why they are doing so, beyond just for their entertainment or
enjoyment. Holistic education includes sports participation, and this helps develop physical and
the classroom is the rapidly growing professional influence in sports (NFHS, n.d.). There is a
disappearance of the sacred play of amateurism. In contrast, youth do not play for the intangible
benefits or the love of the game but rather for the prospect of garnering something tangible, such
as a scholarship or money (NFHS, n.d.). For many, participation in high school sports places a
young man or woman into a pipeline that leads directly to playing sports in college and even
becoming a professional athlete (Sitkowski, 2008). It is even more pronounced with the NCAA's
While parents of younger athletes are prone to be consumed by this enticement, the
actuality and probability of this accomplishment are much less prevalent. Today, the National
Collegiate Athletic Association (NCAA, 2022) states that less than 10% of high school student-
9
athletes play a sport in college, and the percentage of collegiate student-athletes playing
professionally is even less. The NCAA breaks this data down by individual sports, though a
deficient detail is the amount of scholarship money that each sport is allotted. It is often
overlooked that most sports do not offer “full rides” but rather partial scholarships. Football still
provides the most financial aid to student-athletes, as there are currently 85 full scholarships at
the Division I level. In this case, a reward of this magnitude essentially serves as a lottery ticket
for a better life for low-income families. It creates even more pressure on some children and
leads to a problematic mindset. Some high school athletes laboring under the increased pressure
the professionalization of sports at the collegiate and high school levels has created a culture
where athletics and academics appear to work at cross-purposes (Sitkowski, 2008; Martinez,
Therefore, school athletics must align with a school’s academic integrity. Fortunately,
several studies (Bowen, 2012; Filsinger, 2012; Amos, 2013; Cole, 2014; Foye, 2017; Wretman,
2017; Mathy, 2020; Hairston, 2021) have shown that participation in extra-curricular activities
can significantly improve the lives of students. Within the higher education system, scholars
continue to address ways to best educate students as holistic human beings centered on the
student experience and the academic experience (Weight, 2014). This exposes the need for
current abstracts to be provided to stakeholders that more clearly define the impact of athletic
these stakeholders focusing on the holistic curriculum of student-athletes at the high school,
junior high, and even the lower levels for private, charter, and public institutions. The question,
then, regarding whether or not participating in athletics may help student-athletes perform better
10
academically may be mired in the realities of the new pressures and tensions created between
athletics and academics by the climate of the professionalization of sports in schools (Sitkowski,
2008; Collins, 2022). This research analyzed athletics and academics in a traditional sense,
where there were no imbalanced practices in sports, as a process that can be modeled for future
This trend of the professional influence on amateur sports has caused the developmental
advantage of education-based athletics to be pushed to the backdrop (Collins, 2022). The concept
that athletic participation positively helps students’ academic success and achieve gains from a
character-building standpoint is no longer the primary reason why people have their children
play sports. While it might start that way when their children are younger, that changes over
time. The older they get and the more successful they become, the more it causes people to
become enamored with the potential tangible benefits of parenting economics (Doepke, 2019).
Athletics are needed to boost students’ academic performance, and academically successful
adolescents have higher self-esteem, have lower levels of depression and anxiety, are socially
inclined, and are less likely to abuse alcohol and engage in substance abuse (Regier, 2011).
Furthermore, academically successful adults are more likely to be employed, have stable
employment, have more employment opportunities than those with less education and earn
higher salaries, are more likely to have health insurance, are less dependent on social assistance,
are less likely to engage in criminal activity, are more active as citizens and charitable volunteers
and are healthier and happier (Regier, 2011). So, in essence, there are tangible benefits garnered
from sports participation, even only at the amateur level. Despite the monetary gain of playing
11
sports professionally, it can be argued that participation in athletics on the amateur level is also
lucrative from a long-term, mental toughness and character-building standpoint (Miller, 2022).
more information and emphasized documentation about the relationship between athletic
participation, physical activity, and sports engagement in conjunction with academic gains,
student achievement, and success (Hariston, 2021). There is ample documented research
(Bowen, 2012; Filsinger, 2012; Amos, 2013; Cole, 2014; Foye, 2017; Wretman, 2017; Mathy,
2020; Hairston, 2021) specific to this topic that already provides a consensus for athletic
different segments, populations, or school-types. The results are general and vague. There are
numerous ways that it could further be delineated, and this is where there is a void in exploration
and literature.
middle and high school in the Journal of the Society for Social Work and Research. His work in
2017 was to expand research regarding the connections between physical activity and school
achievement among middle school and high school students. He narrowed his focus to middle
and high school students, though this is still too broad. While studies may separate different
sample sizes by groupings like this, the findings remain vague, although most of these studies
only focus on comparing students to student-athletes (Hairston, 2021). Therefore, future research
must be precise by population, school type (i.e., private school), or both. In 2008, Sitkowski
among high school sophomores and juniors. By targeting these grade-level specific student
groups (high school sophomores and juniors) that are impacted by athletic participation, it
12
provided detailed data that high school leaders can use. This resource will significantly assist
with decisions regarding providing athletic and physical education at different levels or settings.
Most findings about this topic should attest to a positive impact. Still, the degree may vary based
on distinctive segments, such as age, race, gender, or school type (Ortega, 2022). This lack of
delineated findings poses a problem for a private school, for example, because the true impact of
Therefore, the specific segment that this review focused on was private high schools,
which helped to fill the void in the private school athletic literature. Further, this study examined
the relationship between athletics and academics for private high school students through the
lens of private high school professionals. While the findings ultimately support that participation
in sports and even physical education at the private high school level can improve grades and
overall academic achievement, the feedback provides informative data. This data, acting as
transformative research, allowed this study to answer the following research questions through
Research Questions
RQ1: What are the traits associated with athletic participation that leads to successful
RQ2: What are the perceptions of private high school professionals about private high
Answering these questions elevates the comprehension of the correlation between academic
performance and athletic participation for private high school students. In addition, this action
research serves as a change agent specifically for private school education reform and provides a
theoretical framework for future studies in the private high school setting.
13
The lack of delineated findings on the impact of athletic participation on behaviors linked
to success at private high schools poses a problem for education reform advocates. Education
reform is always a top priority and is hotly debated at the highest levels (Ball, 2021). Politicians
are the leaders that represent the people (Ball, 2021). The value that they place on the American
education system is ultimately what decides change (Ball, 2021). Whether it be personal, social,
Today we have education on every aspect of life, which paves the way for the holistic
development of the individual, society, and the nation (Bhardwaj, 2016). As positive strides have
been made in valuing physical education, athletic participation, and engagement in sports relative
to academic success, more publications, propaganda, and documentation must be needed to drive
this encouragement further. Physical education is still a requirement in many school systems and
districts, but it must continue to be pressed with a vigilant approach. Students, families, school
While there will always be other issues that face our country, the United States education
system is one that needs continual improvement. A step in the right direction is to reengage in
the ideal that holistic education is the most critical component of ensuring a future society.
Education is an essential human virtue, a necessity of society, the basis of a good life, and a sign
of freedom. Moreover, education tries to develop three aspects: physique, mentality, and
character (Bhardwaj, 2016). Anything that can be done from a governmental standpoint to
enhance these aspects and lead to student success should be cultivated, explored, reexamined,
and promoted. It is time for a resurgence of data to support how physical activity and athletic
participation can best develop these three aspects in our educational curriculum. This
14
information fills the literary void needed to continue improving education on a specific level.
However, it must be specific to all student populations or segmented by school types to provide
The fragment of education reform that pertains to the importance of physical activity and
athletic participation remaining an essential part of the learning experience ties into the impact of
sports participation at private schools. This type of research assists in glorifying the degree of the
impact that athletic participation has on academic achievement for private high school students.
In the literature analysis, a consensus affirms that there is a positive effect on academic
performance through athletic participation in schools. Though previous research has been limited
to general populations and has not been specific to target groups, fewer studies examine this
dynamic and break the results down demographically by grade, age, race, gender, or social-
economic status. Even fewer are devoted to examining this phenomenon by the type of school -
public, private, or charter. No statistical data or evidence supports any correlation between
private high school students' athletic participation and academic achievement. Due to this lack of
delineation, the degree of the participatory impact has yet to be deliberated. While always clearly
defined, the measurement data varies amongst multiple studies. The absence of a detailed
This research fills that gap in athletic literature and is transformant about the value of
participation in sports at the private high school level. It addresses how it can improve grades
and overall academic achievement. Private school administrators can know the impact of athletic
this to the community. Moreover, athletic administrators at other private schools throughout the
country can utilize this information to communicate to parents how students participating in
15
athletics affect their academic achievement as perceived by professionals in the industry. This
participation in private high schools serves as a product for national, state, and local private
Lastly, providing information and helping add to physical education literature improves
the private school student-athlete experience (Garcia, 2019). Understanding the educational
benefits of participation in athletics should positively affect private school stakeholders to have
garnered knowledge, insight, and understanding about why physical education is an integral part
of a school’s curriculum. When everyone agrees on this concept, the buy-in or collective
response for participation is more accepted (Garcia, 2019). This will duly lessen the pressure on
students whose parents drive them too hard. It also serves as a constant reminder to students
about why they should focus on participating in athletics, which is for those intangible benefits.
To promote the idea that athletic participation betters the future of education, there is a
prerequisite to understanding the history and evolution of the movement for physical education
being required in schools. This is looked at in the theory of the literature review.
Theoretical Framework
This research provides qualified literature that increases comprehension about the
correlation between academic performance and athletic participation in private high schools.
This final product promotes participation in athletics for private high school students to benefit
participation is essential to qualify student involvement (Astin, 1985). Further, the educational
gains attributed to the student-athlete are exemplified when part of the learning process is active
16
participation by the student (Astin, 1985). The fundamental principle that learning outside of the
classroom is part of a student’s overall curriculum lends credence to the conceptualization that
achievement may reveal intrinsic qualities about the high school student-athlete, such as
motivation and attitude, which increase academic gains. According to theorist Fritz Heider,
motivation and attitude are significantly crucial for effective student learning. Private school
professionals can connect the experience that student-athletes have to the balance theory, which
is the psychology of motivation relative to attitude change (Heider, 2013). The perceptions by
private high school professionals also reveal other qualities achieved through extracurricular
activities that link the work of Heider and Astin to the aim of this examination.
Returning to the idea that participation in athletics is primarily for student engagement
will reset a fundamental belief for many parents. This traditional view of participation will
hopefully initiate a more realistic community outlook about why students should participate in
athletics for academic gains and career success over the prospect of playing professionally with
the potential to earn millions of dollars. Especially in the private school setting, many student-
athletes who excel in the classroom are exemplars for living up to this traditional student-before-
athlete model. Even this theoretical framework is formal in that it has sustained over time and
explains why physical education was, at one time, added to the overall education curriculum
(Collins, 2022). The value associated with athletic participation and physical education may vary
by school, but ultimately it remains a requirement for the betterment of student involvement and
Definitions
To provide clarity in reviewing this study, keywords and terms used throughout this
sports while attending school. Although the term student-athlete does not appear in any standard
English dictionary, it is routinely used in the United States for athletes participating in secondary
and post-secondary school sports programs. Popular usage of the term student-athlete suggests
widespread agreement in the culture and among academics that it is a term with either a
favorable meaning or, at the very least, a benign or neutral one (Staurowsky, 2005).
interscholastic athletics. The school recognizes that the student represents the school in their high
school participatory activity and must be enrolled or attending classes in grades 6 through 12
(Foye, 2017).
The term academic achievement can be measured in several ways. For this study, it
consists of described behaviors linked to academic success by private high school professionals.
and maintained by a private group rather than by the government, usually charging tuition.
A private school is a school that is not supported financially by the government and that parents
A private high school professional is a teacher or coach with at least five years of
experience in the industry to provide established feedback. They must work in a private high
Summary
This research aims to promote participation in athletics for private high school students to
benefit their academic achievement. Fostering student involvement supports Astin’s fundamental
principle that learning outside of the classroom is an invaluable part of the overall curriculum.
Assessing how participation in athletics affects academic achievement also reveals many gained
qualities, such as motivation, hard work, leadership, and practicing good sportsmanship (Heider,
2013; Garcia, 2019). In the end, these findings can be utilized by private school administrators
and decision-makers when reforming their policies, practices, and curriculum. This research can
serve as an overall “roadmap” for future studies and should inspire more studies on specific
target groups or school types. Ultimately, all research adds momentum that continually proves
In the private school setting, where the focus is sometimes more on academic prowess,
supplemented by extracurricular education in the arts and athletics, students, and parents, must
understand that they are following a traditional model for educational success and avoid being
influenced by the recent professional influence of sports. Given that the odds of making it
professionally for sports are remote, investing in one's education is the safest path to career
success (Fisher, 1996). Therefore, the best approach for academic gains is participating in
athletics because it benefits academic achievement and the other intangible benefits associated
A problem that exists with many families at private schools is because of paying tuition.
Due to their affluent level of generational wealth, they are not as worried about their children's
career longevity as they just want to see them succeed athletically (Ryan Dunn, 2016). They put
pressure on children with a problematic mindset that feeds the professionalization of sports at the
collegiate and high school levels, which has created a culture where athletics and academics
19
appear to be working against each other (Sitkowski, 2008; Martinez, 2016; Collins, 2022). The
philosophy that athletic participation positively helps students’ academic success and adds
character-building qualities is no longer the overwhelming reason why parents entrench their
children in sports.
To combat this phenomenon, more evidence and accentuated documentation about the
benefit of athletic participation, physical activity, and sports engagement is needed and must be
brought to the forefront (Papasideris, 2021). There is an opportunity for private school
professional organizations and private school decision-makers to implement products like this
that prove how education-based athletic participation aligns with academic principles
(Papasideris, 2021). Moreover, specific segments, populations, or different school types must fill
the literature gaps. Most of the existing studies looking at links between physical activity and
academic achievement are limited by relatively small sample sizes and cross-sectional designs
(Papasideris, 2021).
Playing interscholastic athletics in high school, while still considered amateur status, is a
significant share of the high school curriculum as it plays a major role in the high school
education experience (Rodesiler, 2017; Knox, 2007; Sitkowski, 2008; Tublitz, 2007). The impact
of athletic participation on behaviors linked to school success and intangible benefits, such as
character-building traits, claims that organized sports play a crucial role in this development
(Sitkowski, 2008; Griffith, 2004; Schley, 2002). Further, sports participation helps develop
physical and mental health (Bhardwaj, 2016; Ivanova, 2018; Gerace, 2021).
This research focused on the private high school setting. This study identifies the
relationship between athletics and academics at private high schools, acting as transformative
research, answering the question about what traits are associated with athletic participation that
20
leads to successful academic outcomes for private high school student-athletes. It also provides
the perceptions of private high school professionals about successful traits relative to academic
achievement. This process elevates the comprehension of the correlation between academic
performance and athletic participation in private high schools and assists in education reform.
There needs to be more information and data about athletic participation's impact on
private school students' academic achievement. There is a need for more studies, which must be
further broken down by target segments, populations, and school types (Hairston, 2021). Future
research will fill these literary voids, but it also will assist in policy and decision-making at the
federal, state, and local levels. Further, it serves as a transformation agent to solidify sports
participation in the role of the school curriculum and drive program engagement. Knowledge
will be shared. Specifically for private high schools, students, parents, and administrators will
better communicate how important this promise is to maximize a child’s learning experience.
participation impact academic achievement for private high school students, private school
organizations will pass this information down to private school administrators, who will know
and communicate facts and findings to the community. In turn, athletic administrative
organizations will pass this to athletic administrators nationwide at private schools, who can
utilize this information to communicate with their constituents. Then, the collective dedication to
promoting athletic participation in private schools will be more highly regarded (Garcia, 2019).
From there, it will spill over into charter and public schools. Finally, all education stakeholders
will benefit from knowing the value of increasing students’ roles in the high school experience.
Ultimately, this will be meaningful and contribute to improving our education system.
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Introduction
Improving our education system is why studies are devoted to finding new and
innovative ways to increase academic achievement. Much of the focus in educational research is
on student gains. This study fills a literary void about athletic participation and physical activity
relative to academic achievement for private high school students. The purpose of this chapter is
to examine literature that relates to the research topic under study. This section provides theory
and background about this subject, establishing a foundation for the effect of student
involvement on the academic experience, and references studies that expose a void for more
detailed analysis (Astin, 1985; Papasideris, 2021). This literature review exposes the need for
detailed information but presents general findings on how extra-curricular participation affects
school academics. Private high schools are addressed later in the study as private high school
students participating in athletics, connecting their perceptions with mainstream belief and
negating any uncertainties. The outcome of this process encourages participation in athletics for
private high school students for the intangible benefits leading to academic gains.
that lead to academic improvement. Sitkowski (2008) referenced several studies over the years
that have gone beyond finding only intangible advantages of participation in sports and argued
that there is a direct correlation between participation in high school sports and students’
academic success. He uses the term ‘student-athlete’ as it is impactful to describe the philosophy
most accurately behind the notion that academics and athletics go together. The professionals in
22
this study utilized this popular label when describing students who play athletics. Whenever this
label is used, it adds credibility to the cases researchers like Sitkowski cite about athletic
participation positively influencing academic success. It is the degree to which this impact needs
further reference because the effect can vary by segment. While the outcome does vary by
population or type of school, more delineated studies need to continue to be conducted, and the
Theoretical Background
Within this scope of the study, two theorists, Alexander Astin and Fritz Heider, lay the
involvement in activities outside of the classroom. His theory emphasizes active participation by
the student as part of the learning process. Fritz Heider, another well-known theorist, presented
the attribution theory that encompasses motivation, which connects athletic participation to how
student-athletes feel. Those who can feel good when they experience success in athletics have
increased self-esteem and a positive self-image, which are critical components linked to higher
academic achievement. These two researchers create a foundation for the ideology of why
UCLA and the founding director of their Higher Education Research Institute explored the
work attests that active participation by the student is part of the learning process. Student
involvement, high expectations, and assessments consist of the feedback cited as the necessary
ingredients for fostering true educational effectiveness (Astin, 1985). The fundamental principle
23
that learning outside the classroom is part of a student’s overall curriculum lends credence to the
conceptualization that athletic participation positively impacts academic achievement. Astin has
been an outspoken advocate of student involvement throughout his career, and as a result, many
of his students and understudies have further probed and publicized his theory. For multiple
studies citing Astin’s work, substantial empirical data supports his claim (Friedlander, 1992;
performance, many studies have focused on different activities (Lipscomb, 2007; Mathy, 2020).
Clubs, the arts, and athletics are all extra-curricular opportunities that students can participate in
outside the school day. However, with the ever-present popularity of sports and their contests,
along with the physical education arm of the historical educational experience, the largest
volume of research is geared toward the impact of academic gains for students who participate in
sports. Also, this measuring technique is the easiest to quantify, especially when utilizing a
standard such as test scores. Distinctively, sports contests are more popular due to the benefit for
multiple parties involved. Sports contests are valued in many ways. Like a multi-faceted jewel,
the surfaces of the sports contest may be valued economically, health-wise, and politically – to
name but a few. After evaluating them relative to specific standards or rules, people may
correctly express positive, negative, or neutral attitudes toward sports contests. Persons who
approve of, prize, favor, or like sports contests in the economic realm, the health realm, or the
political realm are performing an act of valuing. Acts of valuing are performed, at least if they
are rational acts, out of the evaluation process. To illustrate more concretely, a businessperson
may value the sports contest because it fulfills the economic standard of a profit-making activity;
another person may value the sports contest because it meets a health standard of vigorous bodily
24
activity conducive to physical fitness; while a politician may value the sports contest because it
contributes to a political standard of positive public visibility. Any sports contest may be
evaluated from different points of view, and it fulfills the evaluative standards of a point of view
(Fraleigh, 1983). This notion is part of the problem and shares in the responsibility for
professionalism overtaking amateurism in the sports industry. Sports events, contests, and games
are more followed, favored, and enjoyable than other activities. The energy and excitement
exuded when watching or participating in a closely contested game can be exhilarating. At this
moment, people typically forget about the innate value of participating in athletics, clubs, arts,
and other extra-curricular activities. Instead, most people get carried away with a win-at-all-costs
mentality. The amount of practice that led to the game's competitive nature is secondary, and the
result is all that matters. Sports are considered American Culture 101. Despite the emphasis on
achievement (Beal, 1998; Lumpkin, 2013). In 2009, a researcher named Nick Voinis found that
regarding grade point average and graduation. 60% of the 235 student-athletes achieved a grade
point average of 3.0 and above, and 36 had a 4.0-grade point average. In addition, 55 student-
athletes graduated in 2009. The athletic department’s APR score was calculated using data from
2004-08 (Voinis, 2009). Each student-athlete earned two points each semester; one for being
eligible and one for remaining at the school (Gorman, 2010). While there is a preponderance of
evidence like Lumpkin’s and Voinis’s that supports the concept that athletic participation
positively affects academic achievement, there is always a greater need for expanded research in
While analysis supports that physical education and athletic participation enhance
academic performance, there are avenues by which this research can be applied and practiced.
Schools need to develop a more ecological model of student behavior to build a physical
environment that will contribute to, instead of inhibiting, routine physical activity during a
school day (Sitkowski, 2008; Sailis, 2001). There is a need for empirical data to support and
promote physical activity for students. The school or school district is responsible for providing
physical opportunities to students while the focus is duly on academics. Due to the passage of
many recent education reform policies, schools remain hyper-focused on test-score standards. As
a result, they reduce non-core courses such as physical education (Wilkins & Graham, 2003).
Wilkins and Graham delve into this postulation and find that teachers are reverting to direct
instruction, drill, and ‘teaching to the test” in classrooms nationwide (Wilkins & Graham, 2003).
Further, they compared schools' test scores with the amount of time allocated to non-core
subjects such as physical education. They found that the relationship between time in (core)
areas and achievement was mostly statistically null (Wilkins & Graham, 2003). They also stated
that schools that maintained at least one hour of physical education for students daily did better
on tests. This push-pull dynamic between, what is known to be proven to help a student's
academic achievement and what is popular, has created an imbalance of focus for school
decision-makers. The more evidence that is prepared to support how physical education and
athletic participation positively impact academic performance, the better the case it makes to
eliminate this trend of ‘teaching to the test’ and reducing non-core course requirements. Rather,
non-core courses such as physical education should be more encouraged and promoted within
Relations (1958), expands upon his creations of the balance and attribution theories. The balance
theory is the psychology of motivation relative to attitude change. The attribution theory is a
term used in psychology that deals with how individuals perceive the internal and external causes
of everyday experience. He presented this attribution theory that encompasses motivation. The
is not possible. So, in education, motivation is effective in students learning. Due to motivation,
comes from playing a sport. Ultimately, these feelings transfer into the classroom and serve as a
positive boost. From a broad-based perspective, a psychological benefit like this extends beyond
the classroom and into one’s life. Life lessons like these exemplify why sports participation is
the prevalence that athletic participation is a fundamental necessity for raising youth. According
to Fraser-Thomas in Athletic Insight, the benefits of youth sport participation include physical
Historically, the parents and families of adolescents used to understand the innate value
of athletic participation, which is one reason they enrolled their children in sports activities.
Sports have been shown to foster ideals such as citizenship, social success, positive peer
relationships, and leadership skills. Further, youth sports involvement has been related to adult
career success and negatively associated with school dropout and delinquent behavior (Fraser-
Thomas, 2006). To further this point, parents and families also understand that participation in
sports competitions has many other intangible benefits, such as helping their child learn how to
27
make conventional decisions. The competitive sports experience is a laboratory for applying the
skills for decision-making. Fraleigh (1983) reported that participation in competitive sports is
often touted to help prepare children for the rigors of social existence as adults (Decker, 1995).
that his work would yield more study and help people understand the meaning behind what
drives them. A study in the American Journal of Health Promotion in 2018 outlined that sports
participation at the age of twelve was associated with better mental health in young adulthood. A
cross-sectional study using self-administered questionnaires was administered to 680 males aged
between 20 and 35. Results were measured by the short version of the Warwick-Edinburgh
Mental Well-Being Scale and mental distress with five items of The Short Form Health Survey
(SF-36) scale. It was analyzed using a binary logistic regression model. The purpose of this
examination was to discover retrospectively whether sports participation (SP) and competitive
sports (CS) at the age of 12 years old were associated with mental health and health behavior in
young adulthood among males (Appelqvist et al., 2018). Better mental health is a driving factor
that leads to good behavior and intrinsic motivation. To be intrinsically motivated to achieve
success is a learned trait and is not inherited. Essentially, according to Heider's behavioral
theory, this study serves as an example to reaffirm sports' impact on the individual. Sports
improve mental health, promoting positive behavior and motivation for other areas of an
adolescent’s life, such as doing chores, developing interpersonal relationships, and on their
academic endeavors.
widespread belief that sports can be used to promote life skills and positive youth development.
28
However, little research has examined athletes’ perspectives on developing life skills in school‐
based sports programs involving many youths. In addition, research has yet to examine how
youth experience support, communication, and negotiation processes with parents and coaches in
high school sports. These elements are fundamental in life skill development (Camiré, 2009).
This delves into how high school student-athletes felt about themselves regarding their
perspectives on support, communication, negotiation, and life skill development. Motivation and
self-esteem are linked to the gains from participation in sports. This supports education-based
athletics being synonymous with education in terms of character building. Again, those life
lessons that are possibly best learned outside of the classroom benefit academic gains. The
results of Camire indicate that: while variability was observed, many athletes believed they were
able to negotiate many aspects of their sports participation with parents and coaches; a large
number of athletes believe they received adequate support from parents and were able to
communicate with coaches; and athletes believed high school sports participation allowed them
to develop several life skills that could be transferred to other life domains (Camiré, 2009).
Thus, from an intrinsic motivation perspective, the benefit of athletic participation yields
The academic and non-academic gains achieved through participation in athletics make
students more likely to stay in school, behave better, and ultimately, be better citizens. However,
most studies that prove this point concentrate on symptoms, not causal constructs (Sitkowski,
positive belief systems in young people and how sports improve young adults’ achievement
motivation (Sitkowski, 2008; Jacobs, 2002). In the area of motivational achievement, it has been
found that self-competence beliefs are critical mediators of actual achievement in various
29
domains (Jacobs, 2002). Relative to Heider’s attribution theory, children perform better and are
more motivated to select increasingly challenging tasks when they believe they can accomplish a
extracurricular activities, such as sports (Jacob, 2002). A critical theoretical finding in the
context of these studies is that children’s competence beliefs decline when they enter middle and
then high school and that most students experience some level of a decline in perceptions of
academic self-competence as they enter junior high school (Sitkowski, 2002; Jacobs, 2002).
Participation in extra-curricular activities typically starts when students enter sixth grade.
Astin and Heider's theories facilitate other research that ultimately traces to the
underlying fact that athletic participation positively impacts academic achievement. This impact
is multi-faceted and includes acquiring traits that make for better learning students. Internal
motivation and better mental health are associated with physical activity creating an equation for
an intellectual growth mindset. Essentially, attitude is the rudimentary factor, in conjunction with
active participation by the student, that most affects the learning process. These constraints are
what theorists like Astin and Heider provide that link their research to studies about students and
educational effectiveness.
Modern-day and future researchers can reference the information in this section as an
origin for qualifying the “student-athlete” label. The student-before-athlete model establishes a
framework, whereas the student-athlete is, in essence, the benefactor of the positive effect that
athletic participation has on academics. Throughout this review, theorists and studies have
continuously shown that there are intangible benefits for students who participate in physical
comes first in their priorities. Faculty, staff, and administration must also collectively adhere to
the value of this model, as it should support the overall goal of providing a well-rounded
education. A current trend in the United States education system is to promote a 21st-century
learning environment where skills such as critical thinking and collaboration are at the forefront.
Studies have revealed that using Athletics and Debate assists in developing competencies among
secondary school learners and facilitates qualities such as building confidence, promoting
A study in 2019 focused on analyzing the motivation, study habits, self-discipline, and
motivation, the respondents were driven to prepare, train hard and make personal sacrifices to
achieve excellence and to get into the winner's circle (Garcia, 2019). Sacrifice, training hard, and
playing to win are proficiencies inherently taught when students participate in sports. From an
early age, adolescents who play sports quickly learn about the importance of practice and that
practice makes perfect. Further, athletes must sacrifice their time to practice improving. These
life lesson transfers from the fields, courts, and water into the classrooms and future workplaces.
Many student-athletes recognize these developmental traits and the intangible benefits of
playing sports. Those same 83 student-athletes felt that in terms of their study habits, they gave
their best effort on exams and quizzes, appropriately participated in class activities and
discussions, and successfully tendered all academic requirements. They also strongly agreed that
their participation in school athletics helped them develop better time management skills and that
they showed discipline and stayed focused. (Garcia, 2019) The perceptions by student-athletes
31
produce similar results as the quantitative studies measuring grade point averages do; that
athletic participation enhances academic achievement. However, there is the added element of
the out-of-the-classroom rewards (i.e., time management) that they also recognize. This case
strengthens the belief that sports participation provides many personal and academic benefits.
Comparably, Cole (2014) focuses on sports participation and academic achievement for
high school students and adds self-efficacy to the analysis. Academic self-efficacy refers to one’s
confidence to perform typical academic behaviors, master different areas of coursework, and
structure environments conducive to learning (Bandura, 1997; Cole, 2014; Zimmerman, 2002).
Here another researcher adds yet another perspective from the student-athlete standpoint.
Athletic self-efficacy refers to one’s confidence in their ability to be successful in their chosen
sport (Cole, 2014; Vealey, 1986). Ultimately, Cole’s study concluded that student-athletes had
high GPAs and academic self-efficacy scores. This reflects that student-athletes perceive the
To further review how student-athletes perceive their athletic participation and its
correlation to their academic performance, Paule (2011) conducted interviews with 30 collegiate
non-revenue athletes. They were randomly chosen from a sample pool of 9,231 athletes
nationwide. The interviews focused on how athletes juggle their athletic schedules with their
academic requirements (Paule, 2011). Researchers transcribed the interviews until they were able
to identify themes. All 30 student-athletes identified at least one common academic benefit
attributed to their athletic participation. Generally, it should be noted that athletes were more
positive when discussing their academics (Paule, 2011). Student-athletes' attitudes and approach
towards their role in the classroom signal more credence as to how they feel when participating
in sports. When this is the case at the post-secondary level, it has a trickle-down effect on lower
32
school levels. Historically, high school and amateur sports follow the lead of collegiate and
professional sports. High school athletes want to become college athletes, and college athletes
aspire to be professionals. This trend is infectious for younger children when they see older
There are negative perceptions about athletics and physical education in schools
(Hobneck, 2003). Commonly, there is the belief that athletics and physical education distract
from the traditional classroom learning environment and that core classes are more critical than
non-core classes. Another misconception is that schools that place a higher value on athletics
often bargain it in exchange for their academic prowess. Lastly, some detractors do not want to
achievement. While several studies have shown that students who participate in athletic activities
perform better in school, it is unclear whether this association results from positive academic
To dispel these myths, studies have shown that there is no trade-off when a school,
college, or institution emphasizes athletics relative to the fallacy that they may somehow
compromise their academic integrity. On the contrary, the more that a high school produces,
winning teams offer more sports and expand the number of students who can participate in
athletics, the better a school does academically (Bowen, 2012). This view conceptually adds
reliability to what can be considered a growing effect once there is trust in the student-before-
athlete model for academic performance. This growing effect is a belief that having success in
sports is a scholastic enhancer. Bowen found that high school athletics are balanced with
academic success. Based on the data we examined from Ohio public high schools, an emphasis
on athletic success and participation is associated with higher scores on standardized tests and
33
higher graduation rates. Moreover, high school students participating in sports have higher
grades and standardized test scores in mathematics and language arts courses (Broh, 2002).
McNeal (1995) found that student-athletes were 1.7 times less likely to drop out of school. High
homework completion, and low absences (Bowen, 2012; Marsh, 1992). Studies like this that
include hard facts and data to support the promotion of successful sports enrichment and athletic
participation should be more credible. These types of abstracts must be duplicated and promoted
to the public.
Because the ‘dumb jock’ stereotype remains prevalent, student-athletes are often not seen
as serious students. Consequently, the faculty may have lowered expectations of them...[which]
makes it easier for many students to prioritize athletics above academics (Stansbury, 2003). This
external factor will convolute the integrity of further research because it implies that student-
athletes may have it easier. Stansbury states that the social experiences in college are expanded
and enhanced for students by providing activities like intercollegiate athletics, intramurals, and
other co-curricular activities. This ultimately derives back to the underpinning of most research.
Even when there is adversity to cloud the findings to support the impact of athletic participation
on academic performance, most of the substantiated research contradicts such sediment and
confirms the hypothesis. For example, comparing in-season versus out-of-season student-athletes
and their academic performance leaves little ambiguity about the impact because it analyzes
similar subjects. Over one grading period, participants in the current study were 123 high school
students from five rural western New York schools. The five schools were chosen because of
their similarities in rural settings and grading (GPAs are based on a 100-point scale). The results
of this investigation supported the hypothesis that high school student-athlete participation in
34
sports does not endanger but enhances academic performance. This was based on grade point
averages, and student absences were accounted for. The author contacted the school counselor to
obtain this information at all five schools (Silliker, 1997). Here is another study that includes
facts and data to support the promotion of successful sports enrichment and athletic participation.
Therefore, when looking at academic achievement for any target population or school setting,
one would assume that there will be a positive impact at the conclusion, with a varying degree of
physical activity when finding its place within the academic curriculum. The relationship
between academic performance and Physical Education aligns similarly within the school
system. Trudeau (2008) focused research on the broad-based sector of school-based physical
activities, which includes physical education (PE), free school physical activity (PA), and school
sports. Quasi-experimental data indicate that allocating up to an additional hour per day of
curricular time to PA programs does not affect the academic performance of primary school
students negatively, even though the time allocated to other subjects usually shows a
schools, past studies equivalently yield positive results with substantial data to support this
hypothesis. However, as previously stated, past research has been mildly skewed using a single
measurement (i.e., grade point averages). While this is clearly defined, the gauge varies amongst
different studies. Tredeau provides an example of using grade point average. An additional
curricular emphasis on Physical Education may result in grade point average gains. Such
findings strongly suggest a relative increase in performance per unit of academic teaching time.
35
Thus, Tredeau states that Physical Education does not take time from other subjects and does not
“curricular” subjects by taking time from physical education programs does not enhance grades
in these subjects and may be detrimental to health. This work capsulizes the athletic and
academic relationship by stating how this correlation has been the subject of extensive discussion
between advocates and skeptics of PE, school PA, and school sports programs (Tredeau, 2008).
This notion further supports the need for further examination, though many of the components of
this work provide valuable data from their quasi-experimental and longitudinal studies.
In another study where the measurement was not only grade point averages but also
absences and FCAT scores, data were collected in 2081 from randomly selected female and male
high school students who identified as athletes at ten different public Senior High schools in
Miami Dade County. The overall analysis showed a positive and significant relationship between
athletic participation and educational performance. On average, student-athletes were absent only
a few days from school per year, and athletes earned significantly high cumulative grade point
averages (JacAngelo, 2003). The study also referenced that student-athletes scored high on the
FCAT in reading and mathematics. Other rewards mentioned about athletic participation, as
detailed by JacAngelo, were via the Carnegie Commission Report (Poinsett, 1996). The Carnegie
Foundation is a private organization that explores all matters of education policy. This asserted
that athletic programs promote responsible social behaviors, academic success, confidence in
physical abilities, appreciation of personal health and fitness, and strong social bonds with
Unlike using grade point average as the measurement, a similar quantitative instrument is
SAT score. Two studies where the SAT was instead used to examine the importance of physical
activity and physical education in predicting academic achievement were conducted in the early
2000s. In a longitudinal study with an enormous participant sample, Grissom (2005) utilized an
extensive California database of 884,715 students to evaluate the relationship between physical
fitness and academic achievement over one school year. Grissom also included students’ SES
and gender. Findings supported a positive relationship between physical fitness and academic
achievement assessed by the Stanford Achievement Test 9* Edition (Stevens, 2008). In the other
study, it was found that Tremarche, Robinson, and Graham (2007) compared the English and
Language Arts and Mathematics standardized test scores of fourth-grade students from two
school districts located in the same state that varied on the amount of physical education
provided for students. The authors found that students who received more time in physical
education scored significantly higher on the English and Language Arts test (Stevens, 2008).
Comparatively, in looking at test scores as a model for assessment, the results are the same
further demonstrates that a positive relationship is prevalent. However, this assessment strains
These studies explain why schools should have no negative perceptions about athletics
and physical education. The consensus of findings continually proves that athletic participation
review of other researchers studying this phenomenon. The author’s examination of other studies
is extensive and very applicable to dispelling myths about the scholastic gains of athletic
participation in schools. Students who participated in sports benefitted in various ways, not only
37
academically through increased grade point averages but through greater school involvement,
better self-esteem, and social skills. A documented study conducted at the University of Miami
School of Medicine by Field, Diego, and Sanders in 2001 stated that students with a high level of
exercise had better relationships with their parents, were less depressed, spent more time
involved in sports, used drugs less frequently, and had higher grade point averages than did
students with a low level of exercise. More abstracts, with supporting data promoting sports
enrichment and athletic participation, must be replicated for different segments. Lastly, Singh
provided a preponderance of the evidence from the reviewed studies showing how school-age
students' involvement in exercise and sports, especially adolescents, can provide many social
A higher fitness level was positively related to better grades (Singh, 2013).
Notwithstanding, the physical health component of staying active is more important than just
increasing academic achievement for students. Regardless of age, physical activity is required to
live a healthy life. Physical inactivity is now the fourth leading cause of death worldwide
(Allison, Bird, McClean, 2017). A pronounced effect of participating in sports is that it requires
one to be active. Early engagement in physical fitness can assist in healthy physical development
for children. Moreover, evidence is accumulating that the onset of many chronic diseases of
adulthood lies in childhood (Allison, 2017), and instilling the value of exercise into children can
help offset future health problems. A 2012 Mott poll suggested that not getting enough exercise,
childhood obesity, and stress were among the top concerns for children (Edwards, 2012).
Glanz (2008) examined health behavior and education. He proclaimed that theory-driven
health behavior changes interventions and programs require an understanding of the components
of health behavior theory and the operational and practical forms of the theory. Programs to
38
influence health behavior, including health promotion and education programs and interventions,
will benefit community participants when a health behavior theory guides the program or
intervention. Health behavior theories identify the targets for change and the methods for
accomplishing these changes (Glanz, 2008). This supports the indication that more literature and
advocates are needed. When communities truly engage in healthy behavior, the value of health
will augment and translate to their culture. An example of this is when hospitals offer health
classes. As nothing is more important than one’s health, there is a quote that no matter how much
you have (i.e., money, a successful career, a happy family), nothing can supersede being healthy.
Chuck Pagano, a famous football coach who was the Head Coach of the Indianapolis Colts from
2012-2017, once said, “If you do not have your health, you do not have anything.” Glanz looked
at health behavior and education from his own experiences, frustrations, and needs, as well as the
desire to synthesize the diverse literature and draw clear linkages between theory, research, and
practice in health behavior and education (Glanz, 2008). Health education research is dated and
needs more current reviews. Basch (1985) conducted one of the first evaluations that analyzed
the implementation of a school health education curriculum. The results indicated that the
There are many schools in America that include health and physical education as part of
their education curriculum (Hardman, 2008). However, compared to the academic curriculum, it
often falls secondary, especially at more academically inclined institutions. On a global scale, the
issue of relevance and quality of Physical Education curricula is becoming significant in many
countries. An emerging theme not apparent in Worldwide Survey I is referenced by teachers and
significant others that pupils are no longer seeing the relevance or significance of Physical
competitive sport-related activity are not meaningful. In some instances, there appears to be a
much more resounding rejection of Physical Education as a legitimate school activity (Hardman,
2008). American private and charter schools do not have to follow the same guidelines as public
and physical education. Governmental influence often dictates school districts' ideals, which
trickle down to the schools. The Department of Education, the federal division responsible for
overseeing our education system, must continue to take a historical approach in demanding that
health and physical education are the highest priority for students. This belief traces its roots
back to the ancient Greeks and the writings of Plato (1902). Plato held that participation in sports
and physical activity was necessary for building healthy bodies and developing moral character
Sports (PCPFS). It was comprised of 20 private citizens as appointed by the President. The
President's Council promotes, encourages, and motivates the development of physical fitness and
sports programs for all Americans. One of the council's oldest programs, the President's
Challenge Youth Fitness Testing Program, started in 1966 with the implementation of the
President Physical Fitness Award (Vidmar, 1992). Unfortunately, as time has passed and there
has been turnover in the oval office, this program is no longer active. There is a need from the
highest authority to reinvigorate and restress the importance of physical fitness to the states.
Then, the influence will go to school districts through the Department of Education and the
individual states. Then the hope is that the non-public institutions will follow suit as trends in
The government’s role in determining the student experience and creating a positive
learning environment is central (Utomo, 2022). The curriculum set forth and the value placed on
physical activity will assume concentration (Utomo, 2022). History has indicated that this value
is a priority. Schools have provided physical activity to American children and youth for over a
century (Pate, 2006; Sulz, 2021). Physical Education has been an institution in American schools
since the late 1800s, and school sports have been a growing component of the educational
enterprise since the early 1900s. Traditionally, students have engaged in physical activity during
recess breaks in the school day and by walking or riding bicycles to and from school (Pate, 2006;
Sulz, 2021). However, as the world moves into the 21st century, alarming health trends are
emerging, suggesting that schools need to renew and expand their role in providing and
promoting physical activity for our nation’s young people (Pate, 2006; Sulz, 2021). National and
global groups promote physical activity in schools, such as the American Heart Association
As the federal government sets and provides education policy to the states, the states pass
it down to the schools, ultimately leading to the teachers. A school's faculty is the most
influential determinant in providing quality instruction. The teaching style employed by the
2022). While some studies already show that athletic participation positively impacts academic
achievement, the incentive behind this topic is to create better students in the classroom. When
understanding the holistic gains students achieve through sports, learning about effective
techniques will enhance the overall educational experience (Leo, 2022; Miller, 1992).
On the global scale, in Ourban’s (2018) journal, the author examines the relationship
Pakistan. Ourban perfectly exemplifies the premise behind this study in that in every society, one
of the main aims of parents and teachers for the students is to succeed better academically
(Ourban, 2018). Shephard conducted another non-US study for a younger target group in 1984.
As an early researcher, Shephard delves into this topic for younger children in elementary
school. This study consisted of 546 subjects attending two traditional parochial schools in
Quebec. It was an experimental plan where students were enrolled in strong development within
physical education classes during the program's first two years. After the first year of
observation, the control group had slightly better marks than the experimental subjects, thus
furthering the notion that physical activity positively impacts academic grades. The researchers
utilized tests and report cards to measure these results. This strategy is another technique that
shows the abundance of possible research opportunities. All of this supports how different
There have been many previous studies on the influence of sports participation on
academic achievement (Shephard, 1984). Despite the negative perceptions about athletics and
physical education in public and private schools, or the “dumb jock” connotation, the results of
studies substantiate that physical activity positively impacts academic performance. No more
general studies are needed to prove this theory that athletic participation enhances academic
achievement. Regardless of the type of measurement used (GPA, SAT, graduation rates,
standardized tests, the number of absences), the data of many studies point to the fact that the
effect of physical education on academic outcomes is favorable. The accuracy of the overall
findings may be compromised because the researchers may not consider all the options for
following up on results (Creswell, 2017). However, it is foreseeable that the findings will always
yield the same result regardless of the analyzed population. The degree by which the impact is
42
shown will vary by different segments, and that is where this research can grow. Different
regions, different types of schools, and different student groups may produce different levels of
findings. More research on school sports participation can and should be done (Pate, 2006). The
only area of deficiency is to delineate the positive findings segments such as grade, age, gender,
race, social-economic status, and public, private, or charter schools. This creates an opportunity
Using search engines such as Google, Google Scholar, Yahoo, and independent library
online searches with keywords “private schools, athletic participation, academic achievement,
student-athlete, academic performance” for 2017-2022, there was a significant void in studies. In
all these studies, private schools were nowhere to be found. Further, there were more geared
toward public schools before 2015, as referenced, though they were vague in describing the
outcomes. The research consensus proves that athletic participation has positive academic
benefits, but this reinforces the need for more current research. More evidence and accentuated
documentation about the benefit of physical activities in schools, such as athletic participation
and partaking in physical education, is needed for private schools and diverse segments or
One theory about the absence of more current studies is because of the overwhelming
consensus of research concluding similar findings. This ended the argument, and it was proven
that there were positive benefits from athletic participation in academics for students of all ages.
Thus, nothing more is needed to be done. However, this is where the problem still lies. Times
change, and numerous variables yield a more in-depth look at this phenomenon. Moreover,
43
findings always need to be updated. Lastly, the impact might vary by segment or school type, so
robust data about the relationship between athletics and academics must be rejuvenated.
After looking for modern research of similar nature, the lack of studies and need is
noteworthy, along with different ways to appropriately measure the implementation of health
programs on a grander scale. How health is taught in schools is too important not to be better
addressed. Concurrently, the lack of studies that delineate this phenomenon is equally
concerning. Though this study differentiates research by type of school (i.e., private high school)
for student-athletes, there needs to be more statistical data or evidence about the effectiveness of
health implementation programs for different targets. The need for research is just another way
to promote, advocate, and expose the public to the importance of health and physical education.
Recommendations
One way to stimulate education about health and physical education is through sports.
awareness and the prominence of health. Children see professional athletes on television and
want to be like them. Athletes are role models to adolescents; most athletes are in good physical
shape. There is a common perception that sports people are viewed as role models and have a
correspondingly positive impact on individuals and the broader community. This perception has
resulted in several programs where prominent and successful sports people have been promoted
to the community as role models to influence sports participation rates. The proposed link
between sporting success and health has been used to justify engaging successful sportspeople to
disseminate healthy messages to the community (Payne, 2003). By educating children who
aspire to be like older athletes, they will desire to engage in the traits that are needed, like
training. Moreover, children benefit from a health standpoint when they partake in sports.
44
Physical activities, such as running, are considered sports. If a person is active, their health is
increased. As society continues to engage in sports as entertainment, schools must honor this
cultural effect and keep sports at the forefront of the school. By offering and celebrating sports,
A school’s athletic program often overshadows the institution itself. Current evidence
indicates that success, and at times merely participation, in college athletics provides several
benefits, including direct financial gain and indirect benefits such as increased university
exposure and, in turn, increased financial contributions and student applications and enrollment
(Goff, 2000). Another paradigm is that when people think about the Connecticut Huskies, they
first think about their women's basketball program and the success they have had. When people
think about the Michigan Wolverines, they think about their football program, not their
exceptional engineering program. People do not attend a school’s science class, but they will
show up at its sporting event. This, by nature, demonstrates how society is enthralled with
physical activity. In essence, the athletic component of achieving good health is delivered.
Massive workout facilities continue to be built on college campuses, and gyms like Lifetime
Fitness and LA Fitness are growing nationwide. Overall, the public tends to have a general
understanding that health is essential. It is just that this value can always be heightened and
documented. Mik-Meyer (2014) identified that health might not be necessary for some. Other
quality-of-life measures can be defined in different ways, and a biomedical evaluation combined
with values that praise self-control is only one of many possibilities. We also need to remember
that the people who define a healthy and good life and formulate policies on health are the
segment of society with the most economic and educational resources (Mik-Meyer, 2014).
45
Adding the other benefits of physical activity and sports participation, such as increasing mental
health, raising academic achievement, and building character education traits, provides further
research opportunities.
Physical activity needs to be mandatory in all schools. Students need to start physical
activity early in life. One reason for starting physical activity early is to get in the habit of
working out to where it is a part of one’s lifestyle. Another reason is that it helps a person be
mentally and physically healthy. If one is healthy, one feels better about themselves. Physical
activity is being less talked about each day. It is one of the reasons why the United States is
number one for obesity rates (Stark, 2017). It is the obligatory responsibility of decision-makers
in the United States education system to improve overall student gains. As a society, there is the
belief that academically successful students are more likely to be employed in the capitalist
governmental system and thus live a better quality of life. Part of preparing the youth is through
education in the mind and body. A student's holistic education is most important to our future
society. Holistic thinking is an effort to regain this essential element of our being (Miller, 1992).
By promoting this notion to education reform change agents, with governmental support
and the culture of sports in America sustaining, health and physical education will continue to be
prevalent in our society and academia. The quest is then to create an uptick in attention so that
everyone values health and physical education initiatives as a top priority. This influence will
start at public schools, and charter and private schools will follow. As more detailed studies
education, more credence will lend to taking over our belief system. In the end, our culture will
amend to benefit children and adults by reducing the number of health-related issues, lowering
Conclusion
This study examines the effect of athletic participation on academic achievement for
private high school students. This review addresses a gap in the literature via the type of school.
This research may contribute to future, current, and past studies on the role of private education
through physical activity and sports and athletics in education. Researchers at all levels have
adequately assess the effect that athletics has on academic performance, more in-depth reviews
of these studies need to be done (Stansbury, 2003). This literature review aids in this process and
serves as a significant step in the right direction toward obtaining that aim.
A complete literature review created a framework for theory. This review established a
foundation for the effect that student involvement has on academic achievement. It references
studies that expose a need for more detailed analysis (Astin, 1985; Papasideris, 2021) while
enhancing knowledge about the correlation between athletic participation and physical activity
relative to academic performance. This method aids in answering the research question about
what traits are associated with athletic participation that leads to successful academic outcomes.
As this literature review has exhibited, previous research has shown that athletic
participation can enhance the academic achievement of student-athletes at many school levels
(Schley, 2002). While many studies support this general concept, more examination still needs to
delineate the outcome amongst different target populations or school types. Furthermore, this
body of research needs continual review and reexamination as the education landscape is fluid.
Also, with current budget constraints threatening the existence of athletics, more research needs
to be conducted so that education leaders can become informed about the role of athletics in the
educational experience for high school students (Schley, 2002; Utomo, 2022).
47
balance theory (1946) about motivation and attitude for learning elucidates the psychological
benefits students gain through playing sports. The attribution theory (1958) is connected to
athletic participation because student-athletes can feel good if they experience success from
athletic competition. In addition, many students feel good about themselves if they make the
team, regardless of its success. The sense of belonging to such a prestigious group, an athletic
team, increases self-esteem. High self-esteem and a positive self-image are critical components
Parker (2016) conducted a study to put this framework into inquiry. An eight-month
control beliefs in a two-semester online course. Simple slope regression analyses revealed that
the AR (vs. no-AR) treatment assisted competitive student-athletes with low control beliefs by
increasing perceived success in the course, improving year-end course grades, and reducing
treatment for vulnerable student-athletes regarding perceived course success, performance, and
Many other studies, like Parker’s, support the effect of motivation on students engaged in
physical activities. These studies produced results that provided the degree of athletic
Amos, Beal, Filsinger, and Wretman provided data to support the impact of athletic participation
on academic outcomes. The work of Sitkowski and Gorman provided opportunities for further
48
research geared toward different target markets. This review examined multiple studies that
supported the notion that physical education and participation in athletics promote positive
attributes that enable students to succeed better in the classroom. It further provided quantifiable
traits associated with athletic participation that leads to successful academic outcomes.
physical activity within the educational extra-curriculum. These studies further exemplify why
no negative perceptions about athletics and physical education should exist. The importance of
this fact cannot be overstated, as physical activity promotes a healthier lifestyle, which leads to a
Examining literature on this research topic provided theory and background about this
subject and reinforced the importance of physical education and health in society. Government
plays a significant role in the influence of this curriculum on the federal, state, and local levels.
Including this value in school requirements benefits children and leads to a healthy lifestyle into
adulthood. A student-athlete inherently garners this value through their participatory obligation
by partaking in sports. The term ‘student-athlete’ best describes how athletics and academics
coincide. Education professionals use this popular label when describing students who play
sports for their school. If student-athletes take the traits they learn through sports and apply them
to the classroom, they will have the necessary tools to succeed. If they transfer their confidence
and motivation into any other life context, including academics, they are more likely to use
studying and learning strategies proven to improve academic performance. By this bridge, task-
oriented athletic behavior translates into using strategies to improve academic outcomes.
Combining motivation and intelligence, this construct offers a positive link between a certain
49
kind of sports participation and high academic achievement among high school students
(Sitkowski, 2008).
In closing, the education system's responsibility is to prepare the youth for the future.
This endeavor includes implementing good health and wellness in their minds and bodies
through physical education. Students' holistic education includes being physically active, which
can be accomplished through extra-curricular activities such as athletics. This literature review
dispels any debate about whether participation in extra-curricular activities positively affects all
students. While there is a need for delineated studies, the next chapter will complement these
findings specifically for private high school students through the field study portion of this
research.
50
and physical education is advantageous for students in terms of academic gains (Hairston, 2021).
This study aims to examine the effect of athletic participation on academic achievement for
private high school students. After this research, the results provide an outcome of this effect,
filling a literary void for private high school findings. Private school administrators and
stakeholders will benefit from this information because empirical data will support that
promoting physical activity for private high school students increases their academic success.
This study serves as a model for future use. This chapter contains the hypotheses, a description
of the research design, the population and participants, ethical considerations, limitations, and a
summary. It also includes the procedures, analysis, and instrumentation to answer the research
questions.
This research assists in determining the degree of impact athletic participation has on
academic gains for students in private high schools. The literature analysis proclaimed a
consensus signifying a positive effect on academic performance through physical education and
school athletic participation. However, with previous research being limited to general
populations and not specific to target groups, few studies examine this by breaking down the
results demographically - by age, race, or gender, and even fewer are devoted to examining this
phenomenon by type of school - public, private, or charter. This will be the conclusive
For this study, the most appropriate approach was mixed-methods action research
(Mertler, 2019). A quantitative technique combined with a qualitative process utilizing surveys
developed perceptual themes. A complete literature review created a framework for theory, and
collectively, this produced an accord to answer the following two research questions:
RQ1: What are the traits associated with athletic participation that leads to successful
RQ2: What are the perceptions of private high school professionals about private high
Findings substantiated themes that yield validity in supporting the effect of athletic participation
on academic achievement for private high school students. The answers to these questions lead
to hypotheses that explain how and in what way this correlation leads to academic gains and
Hypothesis
and behaviors linked to success in the private school setting. Traits will be derived from the
inquiry of private high school professionals, which should align with other studies to yield
consistency.
H2: Secondly, there should be common themes that present themselves through the
inquiry of private high school professionals. After receiving back completed surveys, the Likert
scale and open-ended questions will yield repeated narrative descriptions and keywords that
increase the case of positive traits associated with students who participate in athletics.
H3: Lastly, both results will mirror each other to collectively exhibit a positive effect that
athletic participation has on academic performance for private high school students.
52
Research Design
A comprehensive literature review set the structure for this research by creating a
framework for theory. Following this, an in-depth field study was conducted using mixed-
method action research (Mertler, 2019), which consisted of quantitative and qualitative
approaches. An analysis bringing the composed data together collected consistent findings to
examine. This examination was analyzed to produce results and answers to the research
questions. This is presented as a dissertation and a product for future comparison and modeling.
A primary reason for utilizing an explanatory mixed-methods research design for this
topic was to allow data collection to be analyzed in two ways. Quantitatively and qualitatively,
this is the best process for one study to adequately address the research problem and provide
information for private school decision-makers (Creswell, 2017). This data was collected,
entered, and coded solely by the researcher and intended to answer the research questions and
As the tactic for this study was action research using a mixed-method research design, the
researcher took on the role of a positivist and social constructivist in the approach for this topic
(Creswell, 2017). As a positivist, the work was structured around the worldview that
participating in athletics in a private high school has a significantly positive effect on academic
achievement. As a social constructivist, the researcher interpreted survey data with the
knowledge that individuals seek to understand the world in which they live based on their
continuously updated for future reference and other institutions. The effects of athletic
53
participation on academic achievement in private high schools are significant for future
educational curricula. This product serves as a change agent (Mertler, 2019), providing a
resource for private high school decision-makers, school leaders, and governing agencies.
While the population consisted of private high school students, private high school
professionals were this study's only point of contact. Anonymity was a top priority throughout.
As this is a study about private high school students, the best source for information is those who
work in private high schools. The perceptions of private high school professionals add value
when trying to comprehend the effect that athletic participation and physical activity have on
academic achievement in private high schools. Private high schools must grant permission (See
Appendix A) for subjects to partake in this research. This group was a sample used to study the
relationships between the distribution of a variable in the target population and the distribution of
the same variable in the study sample. For this purpose, it was essential to define the inclusion
criteria - clinical, demographic, temporal, and geographical characteristics of the subjects that
make up the study population, and the exclusion criteria - characteristics of the subjects that may
interfere with the quality of the data or the interpretation of results (Otzen, T, 2017).
Participants in this research included fifty private school professionals. Each was required
to have at least five years of experience in coaching or education. This was vetted by an emailed
question in the survey asking how many years they have worked in their capacity. To be
considered a professional, one should have at least five years of teaching or coaching experience
in the industry to provide established feedback. This criterion served as apt reasoning for
qualifying these subjects as professionals. All survey participants that were private high school
While past studies covering this topic have been focused on a more general population
(i.e., just college-level or high-school students), one of the barriers when conducting a specific
study was that it would exclude other demographic groups (such as middle-school students) or
underrepresented students (differing ages, races, or genders). This aspect could be one reason
why previous studies were not more specific. There are many ways to delineate an examination
on this topic (grade, age, race, gender, or social-economic status), yet these variables can also
make for a limited research examination. This is also a fundamental reason why multiple studies
must be conducted. Individual schools and school districts can benefit from understanding the
effects of their own students’ athletic participation on academic achievement. This research held
a commitment to private high schools. Through developed relationships with other private high
schools and their governing bodies, this information serves as a creditable sample for
presentation.
COVID
Much of this study was dependent upon student-athletes being able to participate in
athletics. Due to the COVID-19 pandemic, the 2019-2020 and part of the 2020-2021 sports
seasons were canceled or altered. Therefore, students across the country were affected and
unable to partake in athletic activities. Even the Olympics and professional sports were
essentially shut down. As sports were suspended, no one could play, and training was difficult.
The short-term impact of this effect varies, but for this research, student-athletes may not
have had a normal timeframe, nor are they still having the whole experience of genuine
participation in sports. Further, many schools and programs are still not operating the same way
as they did pre-COVID. Additionally, there has been the catch-up factor, where student-athletes
have had to get their minds and bodies back to competitive form while maintaining the balance
55
of their academics. This dysfunctional impact on student-athletes during COVID was well
documented by Scerri & Grech (2021). Athletes experienced high levels of stress, an overall lack
of social interaction hindered wellbeing, and the absence of organized training and competition,
the lack of adequate communication between athletes and coaches, the inability to move freely,
quarantine (Scerri, 2021). They also reference the physical impact that the pandemic had on
athletes. It was impossible to anticipate the loss incurred with training-induced adaptation.
Therefore, it is essential to identify the effects and understand the mechanisms and effects on all
It is still impossible to foresee the long-term consequence that COVID has had on
society, let alone student-athletes. Only time will tell, but in terms of present status, this research
achievement for private high school students. The primary research was through surveys
administered to fifty private school professionals. These surveys contained both quantitative and
qualitative questions to produce data. Data collection was analyzed for comparison and modeling
to address the research questions and provide information. Likert scale questions were analyzed
quantitatively, and the open-ended questions were analyzed qualitatively. Both inform each other
through triangulation to bring about a narrative picture. The information abstracted identified
traits associated with athletic participation that led to successful academic outcomes for private
This research method established trustworthiness to ensure a quality study. This data was
collected, entered, and coded solely by the researcher. The researcher interpreted survey data
with the knowledge that participants seek to understand their world based on their subjective
invaluable in the overall research for completing a comprehensive examination (Creswell, 2017).
private high school students. The process by which the research extracted useful information was
imperative.
Email correspondence was conducted through email (Appendix B) and included a link for
the participants to complete. Email exchange served as the primary and sole mode of
communication. The narrative data was derived in the form of data extracted from surveys,
grouped by theme, and entered into a spreadsheet for comparison and coding. The coding
process took place in this study after the surveys were complete. Coding is delineating brackets
The email from the researcher was to fifty private high school professionals (Appendix
B). They were given a two-week deadline to complete the fourteen-question survey through an
online survey software system (SurveyMonkey), which took approximately five minutes on
average. The survey comprised of open-ended questions and questions using a 5-point Likert
scale. The first question was an informed consent (Appendix C), which, if the participant chose
to answer “no, " they would no longer be able to move forward in the process. Those who said
Q4. Athletic participation has a positive effect on academic achievement for private high school
students.
Strongly agree Agree Neither agree nor disagree Disagree Strongly Disagree
Q5. Participation in athletics increases student involvement and this engagement in school
activity enhances the academic experience for private high school students.
Strongly agree Agree Neither agree nor disagree Disagree Strongly Disagree
Q6. Name three traits that you attribute as the most important for academic success.
Q7. Does the influence of athletic participation instill these three traits for private high school
students?
Yes Partially No
Q8. Does the influence of athletic participation instill these three traits for private high school
students?
Yes Partially No
Q9. What traits are associated with athletic participation that leads to successful academic
outcomes for private high school student-athletes? (Please feel free to write as much as you
like)
Q10. What role does the coach play in facilitating an athletic experience that promotes success at
school for student-athletes? (Please feel free to write as much as you like)
Q11: Provide an example of a strategy or technique that coaches use to facilitate an athletic
experience that yields successful academic achievement for private high school student-athletes.
(Please feel free to write as much as you like)
Q12. After participating in athletics, private high school students improve in traits that lead them
to be academically successful.
Strongly agree Agree Neither agree nor disagree Disagree Strongly Disagree
Q13. Examples of qualities that are gained when participating in athletics include teamwork,
collaboration, resilience, attentiveness, increased motivation, overcoming adversity, effective
time management, and better work habits.
Strongly agree Agree Neither agree nor disagree Disagree Strongly Disagree
Q14. Is there anything else that you would like to add about the value that athletic participation
has on academic achievement for private high school students? (Please feel free to write as much
as you like)
58
Instrumentation – Survey
Direct emails were sent through an email describing the request. The email contained a link
to an online survey software system called SurveyMonkey. This software could export results
from the survey into Microsoft Excel. Using Excel, the data was condensed to abstract keywords.
These keywords or terms that continued to arise created a repeated pattern until enough
Subjects were informed before their involvement that if a participant felt uncomfortable
in any way, they did not have to partake. A password-protected laptop with 16-megabyte
Analysis – Survey
Correspondence with participants was conducted exclusively through email. The initial
email (Appendix B) was sent to fifty private school professionals. It included a link to the survey
in SurveyMonkey. This contained the informed consent statement and explained the study's
purpose, risks, benefits, confidentiality, and anonymity. It also stated that participants could
withdraw at any time if they felt uncomfortable partaking in the survey. Participation in the
survey was voluntary with no monetary benefits, though the subjects may have felt a sense of
The data extracted from the surveys were grouped and entered into a spreadsheet for
coding. The quantitative questions were on a rating scale. Data gathered from the anonymous
online survey were analyzed through descriptive statistics. The researcher calculated an overall
mean score from the answers on the 5-point Likert scale and a combined average by assigning a
corresponding numerical value to each response ranging from (Strongly agree = 5, Agree = 4,
automatically exported results from the survey into Microsoft Excel. The qualitative questions
are where people could write their answers comprised of open-ended questions regarding
perceptions about athletic participation and academics (Appendix C). Using Excel, the data was
condensed and coded to abstract keywords. These keywords or terms that arose created a pattern
All information was kept in a closed-door office while examining it, and when the
researcher was not working, the computer was turned off and securely password protected. The
survey results have since been deleted now that the study is complete. A password-protected
laptop with 16-megabyte encryption technology was utilized for confidentiality and safety. All
Ethical Considerations
Threats are associated with any approach and must be accounted for. The accuracy of the
overall findings may be compromised because the researcher needs to consider all the options for
following up on the results (Creswell, 2017). The researcher considered this before deciding to
move forward with this design. For the qualitative portion of this work, the researcher concluded
the validity of the Likert scale survey items and the open-ended questions when the questions
Concerning the participants in this study, the psychological risks were minimal, while
there were no physical risks. The results could have been skewed due to bias, whereas subjects
may have felt undue stress or anxiety to qualify their answers because they knew that the
researcher had a vested interest in their answers. Participants could have exited the anonymous
survey at any time without penalty or work repercussions. However, the benefit to their
60
participation was that they might feel honored and a part of an enhanced community by knowing
they were associating themselves with such a pertinent study. When the survey was complete,
the information was permanently deleted from SurveyMonkey. The survey was strictly
anonymous, and the researcher did not know the participants' identities.
Moreover, ethical principles and human subject compliance may have become a factor.
Subjects may have felt exposed to their career implications by providing answers that go against
the mission or philosophy of the school. This would have only occurred if the results got lost,
stolen, or misplaced. This misalignment may have made the subjects feel less compelled to
provide honest answers than the industry standard response. To mitigate this variant, the
researcher was proactively transparent about the entire process with each subject.
Trustworthiness was a threat that must be accounted for when collecting the data and
during the analysis phase. It was a central issue for positivist ideals of validity and reliability.
Trustworthiness is the process instituted to produce validity and reliability for a research study
(Creswell, 2017).
Limitations
As mentioned throughout this study, there were innate limitations in the literature and the
research. Other studies focused on a more general population, and when conducting a specific
study, it would exclude other demographic groups by nature. This is one reason why previous
studies were possibly not more specific. There are several ways to delineate an examination on
this topic (grade, age, race, gender, or social-economic status), yet these variables can also make
for a limitation.
Also, studies may never consider extraneous variables that may have affected results,
such as the student's parents' social, economic status, or marital status. These variables could
61
impact the responses or even the effect of athletic participation on academic achievement
(Schley, 2002). Moreover, there are missed populations that this study cannot focus on. The
intent to which fifty private high school professionals were examined did not delve into other
sampling groups.
professionals) who were emailed may have answered surveys based on the researcher's desire.
Aspects of the survey design, the researcher’s role, and the survey situation determine the
occurrence and the degree of social desirability bias (Krumpal, 2013). Therefore, addressing
these limitations proactively and with subjectivity as a social constructivist was procedurally
important.
Finally, the field-study portion of this analysis took place within a private high school.
The problem with this school type is that many different kinds of private institutions (religiously
affiliated, not-for-profit, corporate, and charter) exist. These types of private schools may yield
different results. Therefore, even this study can be accused of being general.
Summary
In the literature review, relevant studies have provided a theoretical framework that
provided a foundation for this research. In general, physical activity through extra-curricular
activities provides intangible benefits to students that lead to academic gains. To complement
this finding, more research is needed to address this phenomenon for different segments and
school types. To fill the literary void in research specific to private high schools, the researcher
conducted mix-methodology action research to address the population of private high school
students. To accomplish this, questions in the form of surveys were administered to fifty private
62
high school professionals. The structure and order of the questions were created to answer the
between athletic participation in the private school setting and common themes that presented
themselves through the inquiry of private high school professionals. Practitioners’ perspectives
should direct future action research. Other scholarly practitioners will pilot it at other locations.
This model is a tool for future studies on different focus areas with different populations.
Given that this examination was a mixed methodology approach, there was a level of
inductive and deductive study. This combination resulted in provided a great foundation to
support the claim that athletic participation positively affects academic achievement for private
high school students. The analysis and instrumentation for both approaches were conducted
utilizing technology from SurveyMonkey and Microsoft Excel. All of this information was
stored electronically and password protected, with only the researcher being able to view it. All
information was deleted once complete, and participants were anonymous. Besides anonymity,
there were no risks to the subjects, only to the researcher. Bias needed to be considered, as well
Further, there were missed populations that this study did not include. The prospects were
boundless upon completing this examination in that it could catapult future examinations for
local, regional, and even state-wide usage within the field. This research serves as a “roadmap”
for future studies. The application of this transformative research act as an agent of change by
providing empirical data that can be further analyzed. Additionally, it will inspire others to
conduct more studies on specific target groups, positioning future researchers for public service,
This research deliberates that physical activity should be included in all educational
curricula. It proves and supports the concept that athletic participation enhances academic
performance. This applies to all schools at all levels. For private school education, this process
provides information to influence private high school decision-makers, school leaders, and
governing agencies. The education system should have a holistic approach to education
(Bhardwaj, 2016). This study aids to help them ensure a well-rounded, overall holistic
educational curriculum for private high school students. However, because of the specificity of
this subject matter, any declarations such as this will also have an impact on a grander scale.
What applies to private schools is also probable to be valid to all school types. This is the case
throughout this examination and is an added advantage for this study. It adds value, knowledge,
Introduction
The purpose of this research was to determine the effect that athletic participation has on
academic achievement for private high school students. This study fills a literature void
specifically for private schools and contributes to dated studies about the impact of athletic
participation on behaviors linked to school success. Further, this study adds to the existing
Educational gains attributed to the student-athlete are exemplified when part of the learning
process is active participation by the student (Astin, 1985). As this research focused specifically
on a particular segment by examining private high school students, this study will also serve as a
blueprint for future studies to examine this phenomenon in greater detail and further delineate
The objective of this study was accomplished by answering the following research
questions: Research Question 1: What are the traits associated with athletic participation that
leads to successful academic outcomes for private high school student-athletes? Research
Question 2: What are the perceptions of private high school professionals about private high
achievement for private high school students, a comprehensive research design was
administering and analysis of surveys to private school professionals was conducted. These
achievement. This data delivered substantial information to utilize as a reference resource about
65
the impact of athletic participation on behaviors that lead to academic success. Data gathered
from these anonymous online surveys was scrutinized through descriptive statistics and coded to
abstract consistency. These consistencies created findings to address the research questions. This
chapter will provide the results and data collected from those surveys unbiasedly as research
findings.
system available for subscription. The questions began with an Informed Consent, whereas if the
participant could choose to answer “no,” they could no longer move forward in the process.
Those who answered “yes” were able to proceed. The survey consisted of thirteen more
The Likert scale questions were analyzed quantitatively, and the open-ended questions
were analyzed qualitatively. Both inform each other through triangulation to bring about a
narrative picture regarding the effect of athletic participation on academic achievement for
The researcher calculated an overall mean score from the answers on the 5-point Likert
scale and a combined average by assigning a corresponding numerical value to each response
ranging from (Strongly agree = 5, Agree = 4, Neither agree nor disagree = 3, Disagree = 2,
Strongly disagree = 1; and 5 = Yes, 3 = Partially, No = 1). The open-ended questions allowed
subjects to write their answers regarding perceptions about athletic participation and academics.
These answers were exported into Microsoft Excel. The data was condensed and coded using
Excel to abstract keywords, common responses, and identical wording. The coding process took
place in this study after the survey was closed. Coding allows for bracketing data and assigning a
66
theme to this information (Creswell, 2017). These keywords or terms substantiated findings to
The data presented in this chapter is chronological. A numerical system was used to
compute an overall mean score for each question. The researcher incorporated figures into the
study representing mean scores on the seven Likert scale questions to provide a visual
representation. The research was concluded when the results adequately determined the effect
that athletic participation has on academic achievement for private high school students.
Population
As this was a study about private high school students’ academic gains, the best
population to provide input and data are those who work in the private high school setting. The
a professional, one should have at least five years of coaching or teaching experience in the
There were fifty subjects that each received an email with a link to the survey that the
participant had the option of completing. The participants then had two weeks to take the survey.
thirty of the fifty participants (60% of the sample) partook in the survey for this research,
consisting of private high school professionals, which was a significant response rate as
compared to the average for internet questionnaires. Typical survey response rates range between
6% and 15% (Krumpal, I. 2013, Paxson, M. 1995; Otzen, T. 2017). The survey was closed with
this number of responses, and the data analysis phase began. If information and results were
deemed not trustworthy for validity, reopening it was always possible. The participants who did
not complete the survey could have been reminded a third time if needed.
67
Results
The survey's first two questions are demographic, as they merely substantiate the
academic achievement for private high school students. The first question was: How many years
have you been working in education? Figure 1 represents the Years of Educational Experience of
Figure 1
35
30
25
20
15
10
0
Participants
Similarly, when comparing the years in the education profession to the number of years
of coaching experience, all thirty subjects also had coached for at least five years in their careers.
This further supported the significance and importance of these professionals' perceptions. The
input garners reputable feedback about athletic participation's effect on academic achievement in
private high schools. This greatly assists in accomplishing the objective of this study to answer
the research questions. Survey Question #2 was: How many years have you been coaching?
68
Figure 2 represents the Years of Coaching Experience for the thirty survey participants. The
mean of these professionals in the industry for coaching was 13.2 years.
Figure 2
Years in Coaching
30
25
20
15
10
0
Participants
Figures 1 and 2 provide rationality to expect inclusive findings in the remaining survey
questions. The mean score of 16.5 and 13.2 years in education and coaching merit the
The following survey questions build the narrative picture and answer the research
questions that help determine the effect of athletic participation on academic achievement for
private high school students. Likert scale questions are #3, #4, #6, #7, #11, and #12; open-ended
questions are #5, #8, #9, #10, and #13. A figure and detailed synopsis of the results will proceed
achievement for private high school students. (Strongly agree Agree Neither agree nor
Figure 3
Athletic participation has a positive effect on academic achievement for private high school
students.
20.00%
10.00%
0.00%
Strongly agree Agree Neither agree Disagree Strongly
nor disagree disagree
Twenty-nine of the thirty survey participants answered this question, and one did not. Twenty-
one responded with Strongly Agree (72.41%), 7 responded with Agree (24.14%), and one
responded with Disagree (3.45%). Using the aforementioned scoring system by assigning a
corresponding numerical value to each response (Strongly agree = 5, Agree = 4, Neither agree
nor disagree = 3, Disagree = 2, Strongly disagree = 1; and 5 = Yes, 3 = Partially, No = 1), all of
the scores were averaged for an overall mean score of 4.66. This number most closely indicates a
strongly agree sentiment that athletic participation has a positive effect on academic
achievement.
Survey Question #4 was: Participation in athletics increases student involvement and this
engagement in school activity enhances the academic experience for private high school
students. (Strongly agree Agree Neither agree nor disagree Disagree Strongly Disagree)
70
Figure 4
Participation in athletics increases student involvement and this engagement in school activity
60.00%
40.00%
Responses
20.00%
0.00%
Strongly agree Agree Neither agree Disagree Strongly
nor disagree disagree
Again, twenty-nine of the thirty survey participants answered this question, and one did not.
Twenty-two responded with Strongly Agree (75.86%), six responded with Agree (20.69%), and
one responded with Disagree (3.45%). Using the aforementioned scoring system by assigning a
corresponding numerical value to each response (Strongly agree = 5, Agree = 4, Neither agree
nor disagree = 3, Disagree = 2, Strongly disagree = 1; and 5 = Yes, 3 = Partially, No = 1), all of
the scores were averaged for an overall mean score of 4.69. This number most closely indicates a
strongly agree sentiment that participation in athletics increases student involvement and this
Survey Question #5: Name three traits that you attribute as the most important for
academic success.
71
Figure 5
Intelligence
Attitude
Participation
Discipline
Hard Work
Commitment
Focus
Motivation
0 2 4 6 8 10
Note. These traits are what professionals attribute as being important for academic success.
Responses from nine subjects included “Intelligence” and “Attitude” as traits most important for
academic success; eight cited “Participation” as a most important trait; seven referenced
“Discipline” and six mentioned “Hard Work” while three stated “Commitment,” “Focus,” and
“Motivation.” Analysis for these responses was generated from Word Cloud and exported into
Excel for coding. If there were any less than three references for a keyword, it was not grouped.
The keywords that we extracted most frequently were organized from most to least. These eight
traits that were grouped attributed to 53.33% of the overall list of traits cited (90).
This question facilitates an opportunity for comparative analysis for the next two survey
questions because of the correlation between academic success traits and those gained through
athletic participation. Survey Question #6 was: Does the influence of athletic participation instill
these three traits for private high school students? (Yes Partially No)
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Figure 6
Twenty-nine of the thirty survey participants answered this question, and one did not. Twenty-
six responded with Yes (89.66%), and three responded with Partially (10.34%). Using the
(5 = Yes, 3 = Partially, No = 1), all scores were averaged for an overall mean score of 4.79. This
number most closely indicates a Yes sentiment that participation in athletics does instill
Tying into this question, Survey Question #7 was: What traits are associated with
athletic participation that leads to successful academic outcomes for private high school student-
athletes? (Please feel free to write as much as you like) Pursuant to question five: Name three
traits that you attribute as the most important for academic success; this question did not limit
the response to three traits and is associating athletic participation as an independent variable.
73
Figure 7
0 1 2 3 4 5 6 7 8 9
Note. These are traits that are associated with athletic participation that leads to successful
Responses from eight subjects indicated “Time Management” as a trait associated with athletic
participation that leads to successful academic outcomes; seven identified “Accountability” and
“Dedication” as two traits for academic success; six referenced “Teamwork,” and five listed
and a “Positive Attitude.” Analysis for these responses was generated from Word Cloud and
exported into Excel for coding. If there were any less than three references for a keyword, it was
not grouped. The keywords that we extracted most frequently were organized from most to least.
These nine traits that were grouped attributed to 51.11% of the overall list of traits cited (90).
Survey Question #8 was: What role does the coach play in facilitating an athletic
experience that promotes success at school for student-athletes? (Please feel free to write as
Figure 8
Promote Academics
Supportive
Demanding
Encouraging
Discipline
0 1 2 3 4 5 6 7
Note. These keywords and terms designate the coach's role in facilitating an athletic experience
Responses from six subjects used the term “Promote Academics” as a way in which the coach
plays a role in facilitating an athletic experience that promotes success at school; 5 recognized
being “Supportive,” four cited “Demanding” and “Encouraging,” and three for “Discipline” and
to “Serve as a Role Model.” Analysis for these responses was generated from Word Cloud and
exported into Excel for coding. If there were any less than three references for a keyword, it was
not grouped. The keywords that we extracted most frequently were organized from most to least.
These six traits that were grouped attributed to 27.78% of the overall list of traits cited (90).
This question segued into the next line of questioning to fund the narrative that a coach,
and thus athletics in general, are highly influential in increasing academic gains in the private
school setting. Survey Question # 9 was: Provide an example of a strategy or technique that
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coaches use to facilitate an athletic experience that yields successful academic achievement for
private high school student-athletes. (Please feel free to write as much as you like)
Figure 9
Note. These were examples of strategies or techniques coaches use to facilitate an athletic
experience that yields successful academic achievement for private high school student-athletes.
Responses from thirty subjects produced twenty-two usable responses based on the accuracy of
the answer. Eight responses did not answer the question and instead just listed additional values
that athletic participation has on academic achievement. From the usable responses, a
consistency was derived that addressed the impetus behind the strategies and techniques chosen
for yielding academic success. This consistency was comprised of five key themes that coexist
within the other survey questions. These were extracted from the data set and included:
• Overcoming adversity,
The analysis for these responses consisted of exporting answers into Excel and organizing them
for readability. The process by which this took place involved reading each answer in its entirety
and then summarizing it and condensing it for clarity. This clarity made it simpler to establish
themes. These themes were essentially a subsection of all the responses with a few outliers.
Overall, all twenty-two responses provided supporting examples of strategies or techniques that
coaches use to facilitate an athletic experience that yields successful academic achievement for
Survey Question #10: After participating in athletics, private high school students
(Strongly agree Agree Neither agree nor disagree Disagree Strongly Disagree)
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Figure 10
Thirty survey participants answered this survey question. Twenty-two responded with Strongly
agree (73.33%), and eight responded with Agree (26.67%). Using the aforementioned scoring
Agree = 4, Neither agree nor disagree = 3, Disagree = 2, Strongly disagree = 1), all scores were
averaged for an overall mean score of 4.73. This number most closely indicates a Strongly agree
sentiment that after participating in athletics, private high school students improve in traits that
Survey Question #11: Examples of qualities that are gained when participating in
(Strongly agree Agree Neither agree nor disagree Disagree Strongly Disagree)
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Figure 11
Note. These are the responses when asked about examples of qualities that are gained when
motivation, overcoming adversity, effective time management, and better work habits.
Thirty survey participants answered this survey question. Twenty-six responded with Strongly
agree (86.67%), and four responded with Agree (13.33%). Using the aforementioned scoring
Agree = 4, Neither agree nor disagree = 3, Disagree = 2, Strongly disagree = 1), all of the scores
were averaged for an overall mean score of 4.87. This number most closely indicates a Strongly
overcoming adversity, effective time management, and better work habits are sound examples of
Survey Question #12: Is there anything else that you would like to add about the value
that athletic participation has on academic achievement for private high school students?
Figure 12
Additional Value
Additional Value
1) Participating in high school athletics teaches so many skills that students need to become better in the classroom.
2) I think high school athletics instills so many life lessons in young children and and helps teach them valuable lessons that
prepare them for real life situations.
3) Participation in sports requires teamwork, discipline, resiliency, respect, compassion, and character. Each of these attributes
contributes to academic success in the classroom and in life.
4) Athletics throughout a students career can help provide valuable life lessons to help them with their careers and families. It’s
a way to also build life long friendships and family mentality that can never be taken away.
5) Nothing I haven't already said. Coaches and athletic participation provide qualities of good character and good citizenship
that academics alone cannot do.
6) There are so many carryover benefits and athletics is more physical of course than academics but the success points are so
similar.
7) Many private schools tend to focus more on academics and student-athletes understand that academics come first.
8) The physicality of sports increases the mental sharpness of the student athlete in the classroom.
9) Perhaps the greatest reasons why athletics plays a pivotal role in academics is that A) It is the best dropout prevention
program and keeps students in school B) Athletics builds character, encourages empathy and teaches student-athletes to
respect others and themselves 3) Athletics is a community event that involves the student body, teachers, parents, alumni and
other community groups as a whole.
10) Teaches them to put in the hard work and time to get better, which mirrors the academic side.
11) Athletics give the students a place to unwind and rest their brains from school which is important as well.
12) Athletics provide the perfect platform to learn how to fail in order to succeed. A team can prepare as best they can but
ultimately does not control the outcome. There are many factors that go into a game. Academics are similar. Preparation does
not guarantee success. Outside factors come into play and it's how one deals with those moments of adversity that provides
the greatest growth and ultimately "success".
13) Being a student athlete leads to respect in the classroom.
14) Participating in athletics teaches high school students how to manage their time, communicate effectively, be part of a team,
and work toward a common goal. With pressure to succeed in the classroom higher than ever, the lessons learned through
sports absolutely benefit students in all areas of their lives.
15) I believe being on an athletic team builds relationships and creates a family like environment that allows students to feel at
home at school. Being comfortable and having a strong support system is part of the foundation of success.
16) This is based on no evidence, but I bet most students perform well academically while in season than out of season.
17) Participating in athletics helps to keep students on the healthy body/healthy mind. It has been proven that the more one
participates in physical activity the healthier and clearer their mind will be to learn academically.
18) Sports enhance the academics.
There were 18 responses from thirty subjects, as this question was essentially optional. The
analysis for these responses consisted of exporting answers into Excel and organizing them for
readability and clarity. Each input was independently unique, though there was uniformity in that
they all supported athletic participation's value on academic achievement for private high school
students.
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Summary
The purpose of this research was to determine the effect that athletic participation has on
academic achievement for private high school students. Research consisting of analyzing survey
results offered information relative to behaviors and traits that lead to academic success. Data
gathered from these surveys further provided consistencies to create themes that address and
answer the research questions: What are the traits associated with athletic participation that leads
to successful academic outcomes for private high school student-athletes, and what are the
perceptions of private high school professionals about private high school student-athletes
program, with a Likert scale and open-ended questions. Likert scale questions were analyzed
quantitatively. The open-ended questions were analyzed qualitatively. An overall mean score
was calculated from the answers on a 5-point Likert scale by assigning a corresponding
numerical value to each response (Strongly agree = 5, Agree = 4, Neither agree nor disagree = 3,
questions allowed subjects to write as much as they wanted in responses. These answers were
exported from SurveyMonkey into Microsoft Excel for coding. Keywords, terms, and common
phrases were grouped. The breakdown of these responses created a unified picture of the effect
The response rate was sufficient to close the survey after two weeks. Thirty private high
school professionals, all with at least five years of experience in coaching or education, partook
in the survey to provide established responses. As sequestered in survey questions 1 and 2, the
mean for their education tenure was 16.5 years, and for coaching was 13.2 years of experience.
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Combining these results established significant credibility for the feedback that this population
considered athletic participation to positively impact and enhance academic achievement for
private high school students. Twenty-nine of the thirty subjects responded. The overall mean
score of 4.66 indicated a strongly agree sentiment that athletic participation has a positive effect
on academic achievement for private high school students. Further, the score for the correlating
question was 4.69 which represented a strongly agree response that participation in athletics
increases student involvement and this engagement in school activity enhances the academic
Survey questions 5, 6, and 7 delve into the traits that lead to academic success for private
school students. Analysis for these responses was generated from Word Cloud, creating
keywords extracted from Excel during the coding process. “Intelligence, Attitude, Participation,
Discipline, Hard Work, Commitment, Focus, and Motivation” were the most frequent as these
eight traits attributed to 53.33% of the response. When garnering the sentiment from these
private high school students, the overall mean score was 4.79, which resoundingly indicated Yes.
Lastly, when asked about traits associated with athletic participation that lead to successful
Teamwork, Confidence, Commitment, Discipline, and a Positive Attitude.” These nine traits
The next set of survey questions (8 and 9) examined the role of the coach and the
strategies and techniques that facilitate and promote academic success. Responses came in the
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form of the key terms, “Promote Academics, Supportive, Demanding, Encouraging, Discipline,
and Serve as a Role Model.” These terms construct the narrative that participation in athletics
enhances academic performance when combined with data from the corresponding question that
includes consistencies comprised of key themes. These include: Improving time management
importance of the academics while balancing the workload, and Facilitating a relatability to the
classroom experience. This narrative segues into the remaining survey questions.
Survey questions 10 and 11 reaffirmed that the professionals in the private high school
industry ‘Strongly agree’ that after participating in athletics, private high school students
improve in traits that lead them to be academically successful. All thirty subjects produced an
overall mean score of 4.73. Similarly, they scored a mean score of 4.87 to ‘Strongly agree’ that
effective time management, and better work habits are sound examples of qualities that are
Finally, the last survey question (12) gave the freedom to provide additional input into
the topic. Eighteen of the thirty subjects responded with different variations, but as a consensus
that all supported athletic participation's value on academic achievement for private high school
students. The data gathered from this question served as a profound and comprehensive
conclusion to substantiate this analysis. It also provides sustenance for all the other questions.
In the end, the instrumentation and data collection procedures accomplished the objective
of this study by ascertaining the traits associated with athletic participation that leads to
successful academic outcomes for private high school student-athletes. Integration was used for
the two forms of data as this is a central feature of mixed methods research (Creswell, 2019).
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Quantitative and qualitative methods were used to analyze these results. The perceptions of
private high school professionals provided substantive feedback about private high school
student-athletes relative to their academic achievement. As a result, the purpose of this study was
also deemed sufficient to determine the effect that athletic participation has on academic success
for private high school students. The Executive Summary will recapitulate these research
findings and outline what they represent relative to the topic of study.
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Executive Summary
privilege in America. Many student-athletes represent themselves and their schools while
competing on the fields, courts, and in the water. When they are not participating in their sport,
they are often studying or in class. This balancing act that they manage yields much interest.
Athletic participation and academic achievement have been studied for years in the literature
though they are not specific in nature. The purpose of this study is to investigate the effect of
athletic participation on the academic achievement for private high school students.
society’s values are illustrated through the school systems (Bhardwaj, 2016). Recently, society
has lost sight of the traditional values that participating in sports provides, which is to enhance
one’s character, increase their academic experience, and assist in the overall educational
development process (Collins, 2022). Instead, the recent financial influence of passing the
NCAA's name, image, and likeness rule, obtaining a scholarship, or earning professional money
has become a leading reason for participation (Sitkowski, 2008). In general, the
professionalization of sports at the collegiate and high school levels has created a culture where
athletics and academics appear to work at cross-purposes (Sitkowski, 2008; Martinez, 2016;
Collins, 2022). As a result, there is also a significant drop in attention and literature regarding
this effect (Collins, 2022). Moreover, the positive impact of enhancing academic performance
needs to be promoted more due to this money-driven concept that is happening with sports,
which overshadows the art of play and the benefits of participation (Martinez, 2016).
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Having lost sight of this phenomenon has also created a literary void for updated and new
research about this topic. While there is research that provides a consensus for athletic
participation positively impacting academic achievement, it is dated and rarely broken down by
different segments, populations, or school types (Bowen, 2012; Filsinger, 2012; Amos, 2013;
Cole, 2014; Foye, 2017; Wretman, 2017; Mathy, 2020; Hairston, 2021). Because previous
research has been limited to general populations and not specific to target groups, fewer studies
examine this dynamic and break the results down demographically by age, race, or gender. None
are currently devoted to examining this phenomenon by private schools or private school
students. This research will assist in glorifying the degree of athletic participation's impact on
academic performance, specifically for private high school students. Moreover, it serves as a
“roadmap” for future studies and hopefully creates a renewed influx to conduct more studies on
specific target groups, intending to prove that athletic participation enhances academic
performance. It can also catapult future examinations for local, regional, statewide, and national
usage. An up-to-date analysis that collects specific and detailed data will provide a practical
resource for decision-makers and policy-creators who look at athletics and physical education’s
role in relation to student's holistic education. This examination will include data in a dissertation
for future modeling and comparison. This study ultimately aims to improve the overall holistic
Method Analysis
The specific segment of this review is student-athletes at private high schools which also
helps to fill the void in the private school athletic literature. As transformative research, this
study answered two research questions through examination. Answering these questions elevates
the comprehension of the correlation between academic performance and athletic participation in
86
private high schools. In addition, this action research serves as a change agent for education
reform and provides a theoretical framework for future studies in the private high school setting.
Understanding the academic profits of athletic participation benefits private school stakeholders
in garnering knowledge and provides insight into why athletics and physical education are
integral parts of private schools’ curricula. The objective of this study was accomplished by
answering the following research questions: Research Question 1: What are the traits associated
with athletic participation that leads to successful academic outcomes for private high school
student-athletes? Research Question 2: What are the perceptions of private high school
professionals about private high school student-athletes relative to their academic achievement?
review created a framework for theory and set the structure for this research. The in-depth field
study was conducted using action research mixed methods consisting of quantitative and
qualitative research (Mertler, 2019). Combining these two assisted in analyzing survey results of
academic achievement. A primary reason for utilizing a mixed methods research design for this
topic is to allow for data collection to be best analyzed quantitatively and qualitatively for one
single study to adequately address the research problem and provide information for private
school decision-makers (Creswell, 2017). This analysis and data provide substantive information
to utilize as a resource for reference about athletic participation's impact on behaviors that lead to
academic success. Data gathered from these anonymous online surveys were analyzed through
descriptive statistics and coded to abstract consistency. These consistencies created findings to
There are two theorists, Alexander Astin, and Fritz Heider, who laid the groundwork for
athletics, is essential for fostering a growth mindset in a learning environment. This out-of-the-
classroom participation is essential to qualify student involvement (Astin, 1985). Further, the
educational gains attributed to the student-athlete are exemplified when the student participates
in the learning process (Astin, 1985). The fundamental principle that learning outside the
classroom is part of a student’s overall curriculum lends credence to the conceptualization that
segment being examined or the school type. In addition to this research, assessing how
participation in athletics affects academic performance may reveal intrinsic qualities about the
private school student-athlete, such as motivation and attitude, which increase academic gains.
According to theorist Fritz Heider, motivation and attitude are significantly crucial for effective
student learning. Private school professionals will connect the student-athlete experience to the
balance theory, which is the psychology of motivation relative to attitude change (Heider, 2013).
The perceptions of education professionals obtained in the surveys further uncover other
qualities achieved through extracurricular activities that link Heider and Astin's work to this
research's goals.
As this is a study about private high school students’ academic gains, the best population
to provide input and data are those who work in the private high school setting. The perceptions
professional, all survey participants were also at least 18 years old and had at least five years of
Fifty subjects received an email with a link to the survey that the participant had two
weeks to complete. Thirty of the fifty participants (60% of the sample) partook in the survey for
this research, consisting of private high school professionals, which was a significant response
rate. The survey consisted of mission-specific questions using a Likert scale and open-ended
questions. The Likert scale questions were analyzed quantitatively; the open-ended questions
were analyzed qualitatively. Both inform each other through triangulation to give a narrative
picture regarding the effect of athletic participation on academic achievement for private high
school students. The open-ended questions allowed subjects to write their answers regarding
perceptions about athletic participation and academics. These answers were exported into
Microsoft Excel. The data was condensed and coded using Excel to abstract keywords, common
responses, and identical wording. These themes substantiated findings to yield validity in
supporting the hypothesis that the effect of athletic participation on academic achievement for
Findings
The survey results provided an overwhelming consensus from a statistical standpoint and
in descriptive themes. Both support the notion that athletic participation enhances academic
• Twenty-nine of the thirty survey participants most closely indicate a strongly agree
sentiment that athletic participation has a positive effect on academic achievement for
private high school students, as well as that participation in athletics increases student
involvement, and this engagement in school activity enhances the academic experience
• Subjects included “Intelligence and Attitude” as the most important traits for academic
success, along with “Participation, Discipline, Hard Work, Commitment, Focus, and
Motivation.” Analysis for these responses was generated from Word Cloud and exported
into Excel for coding. It was not grouped if there were any less than three references for a
keyword. These eight grouped traits attributed to 53.33% of the comprehensive list of
• The subjects most closely indicated a Yes sentiment that participation in athletics does
• Responses from thirty subjects produced five key themes that coexist within the other
yields successful academic achievement for private high school student-athletes. These
o Overcoming adversity,
• Thirty survey participants most closely indicated a strongly agree sentiment that private
high school students improve in traits that lead them to succeed academically after
participating in athletics.
• The mean for years of experience in education for the thirty survey participants was 16.5.
The provided data is based on these findings and programmatically supports this research.
90
Conclusions
This Executive Summary provided an overall summary of this study. The study’s goal
was to determine the effect that athletic participation has on academic achievement for private
high school students. The subject matter was thoroughly introduced and is essential to address
the problem. The research method used in this examination answered the research questions and
provided invaluable data to produce conclusive findings. The results yielded support for the
hypotheses and theory. Sports, athletics, and physical education are imperative and enhance an
While the results from this research undoubtedly support that athletic participation
enhances academic achievement for private high school students, it also identifies how. Learned
traits through athletic participation that lead to academic success and the role of the coach are
A limitation of this research was only obtaining the opinions of a small sample size
within the private school community in the same region of the country. Findings that are so
unified based on a study of just thirty private school professionals warrant more investigation
with different segments and populations. The limitation of delineating different segments hinders
this phenomenon from being a universal concept yet, but this is where the opportunity for more
research will unilaterally solidify the findings. Future studies should produce similar results.
This overwhelming consistency of the responses from this study aligned well with
previous literature to provide a sound and substantial unity supporting the phenomenon that
athletic participation enhances academic achievement. This is also the case specifically for
private high school students. The data warrants a consensus that athletic participation enhances
91
academic performance in the private school setting, but this also reinforces the importance of
education through the physical on a grander scale. One which deserves responsiveness and
promotion from national, state, and local agencies, as will be discussed in this next section.
Recommendations
There are two different groups that this recommendation of the study is geared to address.
The first group consists of policymakers, decision-makers, and governing bodies within the
private school sector. This includes private school member organizations, professional
development associations, and private school leadership. The second is all stakeholders within
private schools. This includes the students and their families, faculty, and interested parties who
For the first group, this study serves as a product and resource. In an effort to help ensure
and promote a well-rounded, holistic education in private schools, this study provides
information useful for the betterment and improvement of curriculum. Participation in extra-
curricular activities such as sports, athletics, and physical education enhances the academic and
learning experience. Improving the education system in our country is an ongoing process for the
improvement of the future of our society. Studies such as this contribute to this endeavor.
Moreover, physical activity is more important than just increasing academic achievement for
students as it is essential to living a healthy life (Shephard, R. 1984; Allison, 2017). There is
nothing more important than one’s health. This product serves as a facilitator to remind decision-
makers of this fact and that implementing it in our schools should be a top priority as a society.
The responsibility falls on the leaders and policymakers in the industry to reemphasize athletic
participation again by making it a requirement. If not in sports, then at least through physical
education as more than just a course credit. There is no reason why it should not be valued as
92
much as the core subjects in schools and taken even more seriously. There is no reason why
The implication is that this study should facilitate more research to influence education
reform. Education intertwines with society, and society’s values are illustrated through the
school systems (Bhardwaj, 2016). This research should reinvigorate and inspire people to further
explore this phenomenon for the benefit of all, not just students. Much has been and can continue
to be learned by modeling that of the “student-athlete.” There is room to identify more traits and
additional ways active participation leads to successful academic outcomes. More questions and
For the second group, this is a call to continue research upon the back of this blueprint.
Previous literature and past studies have declared similar findings, though outdated and vague.
The consistency of these specific results, explicit to private high school students, is invaluable to
private high school stakeholders (student and their parents, faculty, and researchers). More
targeted research can yield similar outcomes. For this reason, other delineated studies should be
conducted similarly for certain stakeholders. In this sense, this process will serve as a resource
for future researchers and can be a programmatic process for further discovery. This demands
that more attention be placed on examining concepts in different ways. All literature should
prove consistent with the general findings that sports, athletics, and physical education enhance
academic achievement for students and ultimately add to the updated literature advocating for
the implementation and requirement of this in schools. This dissertation can now be added to the
bank of literature as one that affirms that the effect of athletic participation on academic
Furthermore, for this group, this information offsets the mentality of professionalism in
sports. It is important to note that many traits learned through athletics are also invaluable in life.
These traits from this research include hard work, determination, leadership, mental toughness,
reminding people about these many non-monetary, intangible benefits, people may emphasize
participation for traditional reasoning. Along the same lines, it would help if the people who
work in media could concentrate on these benefits rather than exploiting student-athletes as
Not only does this product provide and fill the necessary void in research about this topic,
but it serves as a much-needed reminder and notice to both groups about the value of athletics
and physical education in private high schools. Improving the private school education system is
an ongoing process that both groups invest in, and this study aims to partake in that venture.
Together, everyone shares in the same mission to promote and provide findings like these as a
The process of this study can be presented in a programmatic format at school board
meetings, academic and athletic conferences, education webinars, or even just in conversation.
Through developed relationships with private schools and private school governing agencies, this
information serves as a creditable program for presentation, which is this product's intention. It is
another “tool in the toolbox” for athletic administrators, coaches, and physical education teachers
to validate their role in private school education. It will duly help sustain athletics and physical
this nature is essentially a procedure that can be duplicated and distributed. In this case, this is a
product, a program, and a process that can be shared, promoted, and circulated to every private
school in the country. This work is a dissertation-in-practice and is fluid. It can be built upon
similar to the works of theorists Heider and Astin, in the literature review.
The goal of this study was met in that it determined the effect of athletic participation on
academic achievement for private high school students. In closing, as this study initially stated,
education's role in society is crucial for the sustainability of civilization (Ball, 2021), and
education consists of people training people for the future of humanity. We constantly look for
ways to improve student gains (Ball, 2021). This dissertation hopefully contributed towards
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Appendix A
Written Consent
106
107
Appendix B
Appendix C
Informed Consent
110
Informed consent:
My name is Jeff Johnson, and I am a Doctoral student at Lynn University. I am asking you to
participate in a research study. Involvement in the study is voluntary, so you may choose to
participate or not. Please feel free to ask any questions that you may have about the research, I
will be happy to explain anything in greater detail.
This survey is anonymous; this means that your name will not appear anywhere and no one
except me will know about your specific answers. I will assign a number to your responses, and
only I will have the key to indicate which number belongs to which participant. In any articles I
write or any presentations that I make, I will use a made-up name for you, and I will not reveal
details or I will change details about where you work, where you live, any personal information
about you, and so forth.
The benefit of this research is that you will be helping me to understand the effect of athletic
participation on academic achievement. There is no risk to you for participating in this study. If
you do not wish to continue, you have the right to withdraw from this study, without penalty, at
any time.
Participant - All of my questions and concerns about this study have been addressed. I choose,
voluntarily, to participate in this research project. I certify that I am at least 18 years of age.
Jeff Johnson
Doctoral Student, Lynn University
Appendix D
Survey
112
SurveyMonkey
Q1. Informed consent:
My name is Jeff Johnson, and I am a Doctoral student at Lynn University. I am asking you to
participate in a research study. Involvement in the study is voluntary, so you may choose to
participate or not. Please feel free to ask any questions that you may have about the research, I
will be happy to explain anything in greater detail.
This survey is anonymous; this means that your name will not appear anywhere and no one
except me will know about your specific answers. I will assign a number to your responses,
and only I will have the key to indicate which number belongs to which participant. In any
articles I write or any presentations that I make, I will use a made-up name for you, and I will
not reveal details, or I will change details about where you work, where you live, any personal
information about you, and so forth.
The benefit of this research is that you will be helping me to understand the effect of athletic
participation on academic achievement. There is no risk to you for participating in this study.
If you do not wish to continue, you have the right to withdraw from this study, without
penalty, at any time.
Participant - All of my questions and concerns about this study have been addressed. I choose,
voluntarily, to participate in this research project. I certify that I am at least 18 years of age.
Jeff Johnson
Doctoral Student, Lynn University
Q4. Athletic participation has a positive effect on academic achievement for private high
school students.
Strongly agree Agree Neither agree nor disagree Disagree Strongly Disagree
Strongly agree Agree Neither agree nor disagree Disagree Strongly Disagree
Q6. Name three traits that you attribute as the most important for academic success.
Q7. Does the influence of athletic participation instill these three traits for private high
school students?
Yes Partially No
Q8. Does the influence of athletic participation instill these three traits for private high
school students?
Yes Partially No
Q9. What traits are associated with athletic participation that leads to successful
academic outcomes for private high school student-athletes? (Please feel free to write as
much as you like)
Q10. What role does the coach play in facilitating an athletic experience that promotes
success at school for student-athletes? (Please feel free to write as much as you like)
Q11: Provide an example of a strategy or technique that coaches use to facilitate an athletic
experience that yields successful academic achievement for private high school student-
athletes. (Please feel free to write as much as you like)
Q12. After participating in athletics, private high school students improve in traits that
lead them to be academically successful.
Strongly agree Agree Neither agree nor disagree Disagree Strongly Disagree
Q13. Examples of qualities that are gained when participating in athletics include
teamwork, collaboration, resilience, attentiveness, increased motivation, overcoming
adversity, effective time management, and better work habits.
Strongly agree Agree Neither agree nor disagree Disagree Strongly Disagree
Q14. Is there anything else that you would like to add about the value that athletic
participation has on academic achievement for private high school students? (Please feel
free to write as much as you like)
114
Appendix E
Figure 1
35
30
25
20
15
10
0
Participants
Figure 2
Years in Coaching
30
25
20
15
10
0
Participants
Figure 3
Athletic participation has a positive effect on academic achievement for private high school
students.
116
20.00%
10.00%
0.00%
Strongly agree Agree Neither agree Disagree Strongly
nor disagree disagree
Figure 4
Participation in athletics increases student involvement and this engagement in school activity
60.00%
40.00%
Responses
20.00%
0.00%
Strongly agree Agree Neither agree Disagree Strongly
nor disagree disagree
117
Figure 5
Intelligence
Attitude
Participation
Discipline
Hard Work
Commitment
Focus
Motivation
0 2 4 6 8 10
Figure 6
Figure 7
0 1 2 3 4 5 6 7 8 9
Figure 8
Promote Academics
Supportive
Demanding
Encouraging
Discipline
0 1 2 3 4 5 6 7
119
Figure 9
Table 10
Figure 11
Figure 12
Additional Value
Additional Value
19) Participating in high school athletics teaches so many skills that students need to become better in the classroom.
20) I think high school athletics instills so many life lessons in young children and and helps teach them valuable lessons that
prepare them for real life situations.
21) Participation in sports requires teamwork, discipline, resiliency, respect, compassion, and character. Each of these attributes
contributes to academic success in the classroom and in life.
22) Athletics throughout a students career can help provide valuable life lessons to help them with their careers and families. It’s
a way to also build life long friendships and family mentality that can never be taken away.
23) Nothing I haven't already said. Coaches and athletic participation provide qualities of good character and good citizenship
that academics alone cannot do.
24) There are so many carryover benefits and athletics is more physical of course than academics but the success points are so
similar.
25) Many private schools tend to focus more on academics and student-athletes understand that academics come first.
26) The physicality of sports increases the mental sharpness of the student athlete in the classroom.
27) Perhaps the greatest reasons why athletics plays a pivotal role in academics is that A) It is the best dropout prevention
program and keeps students in school B) Athletics builds character, encourages empathy and teaches student-athletes to
respect others and themselves 3) Athletics is a community event that involves the student body, teachers, parents, alumni and
other community groups as a whole.
28) Teaches them to put in the hard work and time to get better, which mirrors the academic side.
29) Athletics give the students a place to unwind and rest their brains from school which is important as well.
30) Athletics provide the perfect platform to learn how to fail in order to succeed. A team can prepare as best they can but
ultimately does not control the outcome. There are many factors that go into a game. Academics are similar. Preparation does
not guarantee success. Outside factors come into play and it's how one deals with those moments of adversity that provides
the greatest growth and ultimately "success".
31) Being a student athlete leads to respect in the classroom.
32) Participating in athletics teaches high school students how to manage their time, communicate effectively, be part of a team,
and work toward a common goal. With pressure to succeed in the classroom higher than ever, the lessons learned through
sports absolutely benefit students in all areas of their lives.
33) I believe being on an athletic team builds relationships and creates a family like environment that allows students to feel at
home at school. Being comfortable and having a strong support system is part of the foundation of success.
34) This is based on no evidence, but I bet most students perform well academically while in season than out of season.
35) Participating in athletics helps to keep students on the healthy body/healthy mind. It has been proven that the more one
participates in physical activity the healthier and clearer their mind will be to learn academically.
36) Sports enhance the academics.