SPORTS AND ITS IMPACT TO THE

GRADE 12 LEARNERS

A Research
Presented to the Faculty
Of the Senior High School of
Samboan National High School
Poblacion, Samboan, Cebu

In Partial Fulfilment
of the Requirements for
Politics and Governance

By

KYLE ANTHONY S. ARIZA

JOHN MICHAEL HIRAMIS
CHRISTINE AGUILAR

MRS. LORNA L. NELLAS

Research Mentor

March 2020
 ABSTRACT

SPORTS AND ITS IMPACT TO THE

GRADE 12 LEARNERS

Kyle Anthony S. Ariza

[email protected]
Samboan National High School
Poblacion, Samboan, Cebu

Sports is a good physical activity that enhances the physical, emotional

and mental development of a learner. It is also a good for leisure time of the
learners. Sports activity program is viewed as a helpful strategy in motivating
the youth to be physically engaged in sports. Thus, the researchers assessed
the impact of sports to the learners. It employed descriptive research designs,
having the grade 12 learners of section Integrity and Fortitude as
respondents. IT utilized adapted survey questionnaire and employed data
analysis using appropriate statistical formulas. As to the emotional intelligence
of the respondent groups, sports make them feel happy with a weighted mean
of 4.53 with a verbal description of strongly agree. As to the team work of the
respondent groups, sports show them to coordinate with their teammates
during the game with a weighted mean of 4.40 or with a verbal description of
strongly agree. As to the problem-solving skills of the respondent groups,
sports develop their critical-thinking skills with a weighted mean of 4.19 or with
verbal description of agree. As to the leadership skills of the respondent
groups, sports lead them to value discipline and encourage their teammates
to do the same with a verbal description of 4.25 or with verbal description of
strongly agree. As to the socialization skills of the respondent groups, sports
introduced them to new circle of friends with a weighted mean of 4.51 or with
verbal description of strongly agree. As to the self-development of the
respondent groups, they undergo sports training to be active in sports with a
weighted mean of 3.28 or with verbal description of sometimes. As to the
physical empowerment of the respondent group, they feel energized
whenever they play sports with a weighted mean of 4.15 or with verbal
description of most often. As to the level of support from SK federation to
youth empowerment in terms of sports, the SK federation coordinates the
youth in planning programs for youth empowerment in terms of sports with a
weighted mean of 4.24 or with verbal description of often. It was concluded
that sports have significant impact to the grade 12 learners of the research
venue. It has also been concluded that the grade 12 learners of the research
venue are not that active when it comes to sports.

Keywords; Sports Participation, quantitative method, descriptive, Samboan

National High School
 ACKNOWLEDGEMENT

This thesis appears in its current form due to the assistance and guidance of
several people, the researchers would like to acknowledge the help extended
by the following:

Above all, God Almighty, for giving us knowledge, wisdom and opportunity
to undertake this research successfully;

To our parents and friends, for giving us emotional, mental and financial
support which has contributed greatly in making this research study.

To our research teacher, Lorna L. Nellas, for her support, excellent

guidance, advice and encouragement that helped bring this research to its
completion and also for his untiring efforts in checking and editing our
research study.

To the SNHS principal, Bernardita F. Arias, who allowed us to conduct

research in the school; and

To our respondents, who sincerely responded to the survey and supplied

reliable and valid information needed for the accomplishment of the study.
 DEDICATION

This study is whole heartedly dedicated to our parents who have been

there for us in times of need and gave us strength when we thought of giving

up, who continually provided us with moral, emotional, spiritual, and financial

support.

To our friends, and classmates who contributed their thoughts, advice,

and encouragement to finish this study.

To our research teacher, Lorna L. Nellas, who never ran out of energy

to support us all throughout the process of making this research.

And lastly, we dedicate this study to the Almighty God, for giving us the

knowledge and opportunity to produce this research.

 TABLE OF CONTENTS

TITLE PAGE Page

APPROVAL SHEET i

ABSTRACT ii

ACKNOWLEDGEMENT iii

DEDICATION iv

LIST OF TABLES v

LIST OF FIGURES vi

LIST OF GRAPHS vii

LIST OF PIE GRAPHS viii

Chapter Page

1 THE PROBLEM AND ITS SCOPE

INTRODUCTION 1

Rationale of the Study 1

Theoretical Background 2

THE PROBLEM

Statement of the Problem 5

Significance of the Study 6

RESEARCH METHODOLOGY

Method 7
 Flow of the Study 8

Environment of the Study 10

Respondents 12

Instrument of the Study 12

Data Gathering 13

Statistical Treatment 13

Scoring Procedure 13

DEFINITION OF TERMS 16

Chapter

2 REVIEW OF RELATED LITERATURE AND STUDIES 18

Chapter

3 PRESENTATION, DATA ANALYSIS, AND INTERPRETATION

Respondents’ Profile 22

Impact of Sports 24

Level of Support from SK federation to 33

Youth Empowerment in Terms of Sports

Chapter

4 SUMMARY OF FINDINGS, CONCLUSIONS, AND

RECOMMENDATIONS

SUMMARY 36

FINDINGS 36

CONCLUSION 38

RECOMMENDATIONS 38
Chapter

5 PROPOSED PROJECT PROPOSAL

Rationale 39

Objectives 40

Project Proposal 41

BIBLIOGRAPHY 44

APPENDICES

A. Transmittal Letter 49

B. Survey Questionnaire 50

C. Legal Basis 52

CURRICULUM VITAE 63
 LIST OF TABLES

TABLE TITLE PAGE

1 Respondents of the Study

2 Respondents’ Profile

3 Emotional Intelligence

4 Team Work

5 Problem-Solving Skills

6 Leadership Skills

7 Socialization Skills
 LIST OF FIGURES

FIGURES TITLE PAGE

1 Theoretical Framework of the Study

2 Flow of the Study

3 Location Map of the Study

 LIST OF GRAPHS

GRAPHS TITLE PAGE

1 Self-Development

2 Physical Empowerment
 LIST OF PIE GRAPHS

PIE GRAPHS TITLE PAGE

1 Level of Support from SK Federation to Youth

Empowerment in Terms of Sports

 CHAPTER 1

THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale

Sports is an activity that requires the skills and physical exertion of an

individual Brown (2015). Sports is an essential activity leading to a healthy

lifestyle, along with proper nutrition and exercise. However, an individual that

has never played sports in a period of time becomes physically inactive. As

reported by the World Health Organization, individuals who are physically

inactive increase the possibilities of having non-communicable diseases such

as cardiovascular diseases, cancer and diabetes. Based on the statistics from

World Health Organization (2018), more than 80% of the world’s adolescent

population is physically inactive, and there are only 56% operational policies

of the WHO Member States that addresses insufficiently physically active

individuals.

It is undeniable that most Filipinos are physically inactive and do not

engage in sports Angara (2017). Philippines turned out to be the 4 th least

active in exercising. In connection to this, Sun Life Financial Health Index has

found that the percentage of individuals in the Philippines who feels they lack

exercise has increased from 59 percent in the 2015 survey. Most Filipinos are

not physically engage in sports which make them physically inactive and

increase the risk of having non-communicable diseases.

In Samboan, it can be observed that most adolescents are engaged in sports

and show many promising athletes in different fields of sports. However, there
are adults who are less active in sports and they are at risk of having non-

communicable diseases which is the result of lack of physical activity.

The studies and statements mentioned earlier lead to conduct study on

the impact of sports participation to the grade 12 learners in Samboan

National High School during the academic year 2019-2020 as basis for sports

activity program.

Theoretical Background

This study anchors on social learning theory of Albert Bandura which

believes that behavior is acquired through observation in the environment

(McLeod, 2016), trait theory of (Matthews, 2017) guided with the principle that

how an individual act in a sporting and non-sporting situation through their

characteristics, and Hollander’s interactionist approach that combines both

social learning and trait theory(Shibatuni, 2017),Philippine Republic Act No.

6847 otherwise known as The Philippine Sports Commission Act of 1990,

Philippine Republic Act No. 5708 also known as The Schools Physical

Education and Sports Development of 1969, Philippine Republic Act No.

10676 otherwise known as Student-Athletes Protection Act of

2015,Presidential Decree No. 604 series of 1974 Integrating Nationwide

Youth Development, Physical Fitness And Amateur Sports Development

Programs And Creating For This Purpose The Department Of Youth And

Sports Development.

The social learning theory of Albert Bandura states that our personality

changes due to the situations observed by the individual in their environment.

 THEORIES LEGAL BASIS

Philippine Republic Act No. 6847

Social Learning Theory of of 1990 (The Philippine Sports
Bandura (McLeod, 2016) Commission Act)
Trait Theory (Matthews, 2017) Philippine Republic Act No. 5708
of 1969 (The Schools Physical
Interactionist Approach of Education and Sports
Hollander (Shibatuni, 2017) Development)

Philippine Republic Act No. 10676

of 2015 (Student-Athletes
Protection Act)

Article XIV Section 19 of the 1987

Philippine Constitution

Presidential Decree No. 604

SPORTS AND ITS IMPACT TO THE GRADE 12 LEARNERS

 Interpersonal  Level of support from SK

 Intrapersonal Federation to youth
empowerment in terms of
sports

SPORTS ACTIVITY PROGRAM

Figure 1

Theoretical Framework of the Study

 It is believed that people learn different personalities through two

different ways; (1) a person learns through modelling in which an individual

will admire an athlete. This will result to the imitation of the athlete’s actions,

and behaviors, (2) a person may also learnthrough reinforcement, in which if

the individual is motivated or getting praises for their behaviour, he/ she will

most likely repeat that behaviour (Durk, 2020). Though it has been believed

that an individual learns through observational learning, Bandura argues that

an individual must have self-efficacy in order to for an individual to judge their

own capabilities to perform the behavior at a certain level (Nabi &Prestin,

2017).

The trait theory believes that individual act differently in a sporting and

non-sporting situation. This theory suggests that there are two types of

behaviour: the introvert and the extrovert. Introverts are a kind of people in

which they prefer to be in a calm or quiet environment. Introverts also play

sports that do not require teamwork. Introverts tend to play sports that require

deep concentration like golf. Another sport is athletics (track and field) in

which introverts get to engage in this sport that doesn’t require being in a

team. Extroverts are very outgoing but show less concentration than

introverts. Extroverts prefer to play sports that place the individual in a team

like, basketball, football, rugby, and sipak takraw (Durk, 2020).

The interactionist theory of Hollander is the widely used theory in the

sports psychology. This theory considers both inherent traits and

environmentally observed but adapts on the situation of an individual. This

explains that in order to identify the behavior of a person, it is necessary to

consider the situation the individual is in and the behavior of the person.

Hollander has proposed 3 levels to form personality; (1) the psychological

core consists of your beliefs, interests and attitude towards work and play, (2)

the typical responses explains how you respond to a certain situation, and (3)

the role-related behavior considers your behavior towards the environment.

For example, in the concept of basketball, a shooting guard is responsible to

accumulate points for the team. In this situation, it can be observed that an

individual as a shooting guard will behave in a certain manner based on the

role in his sporting environment (Shibatuni, 2017).

And For Other Purposes Article XIV Section 19 of the 1987 Philippine

Constitution of the Republic of the Philippines stating that the State shall

promote physical education and encourage sports programs, league

competitions, and amateur sports, including training for international

competitions, to foster self-discipline, teamwork, and excellence for the

development of a healthy and alert citizenry.

THE PROBLEM

Statement of the Problem

This study determined sports and its impact to the grade 12 learners in

Samboan National High School, Samboan, Cebu during the academic year

2019-2020.

Specifically, this study seeks to answers to the following:

1.What are the information that can be gleaned from the respondents in terms

of:

1.1. age and gender;

1.2 third quarter grade in P.E.;

1.1.3. combined income of parents, and

1.1.4. favorite sports introduced in P.E. subject?

2. What are the effects of sports participation to the youth in terms of:

.1 Interpersonal;

.2 Intrapersonal?

3. What is the level of support of SK Federation to the youth empowerment in

terms of sports?

4. Based from the results, what project proposal can be crafted?

Significance of the Study

This study will benefit the following:

Grade 12 learners. Grade 12 learners will be motivated to be

physically active in sports and in sustaining a healthy lifestyle, and also other

learners from other year levels.

P.E. teachers. This study will serve as one of their references in

teaching their students about the impact of sports to the learners in

maintaining a healthy lifestyle.

School Administrators. This study will help them to be aware on the

impact of sports to everyone especially to the learners, thus this can be her

basis in encouraging P.E teachers to actively incorporate sports activities in

their lessons.
 Community. The community will be aware on the impact of sports to

their lives and this will motivate them to engage in sports.

Department of Health. This study will serve as one of their references

in building an active and healthy community with lesser risk to non-

communicable diseases.

Future Researchers of the Related Studies. This study will help the

researchers of the related topic by using this as one of their references.

RESEARCH METHODOLOGY

This section presents the background information on the methodology

chosen by the researchers. It includes the research design, flow of the study,

respondents, research instrument, environment of the study, data gathering

procedure, statistical treatment of data, and scoring procedure.

Design

The quantitative method was employed using descriptive research

design. To know the level of grade 12 learners’ personal characteristics,

impact of sports to the grade 12 learners in terms of interpersonal skills and

intrapersonal skills, and the level of support from SK Federation to the youth

empowerment in terms of sports, the quantitative treatment of data with

appropriate statistical formula was employed. The instruments of this study

were adapted from important interpersonal skills that employers value (Doyle,

2019), assessing intrapersonal skills (Koenig, 2011), slight modifications were

made to align it with the kind of respondent groups in the research venue.
Flow of the Study

The flow of the study followed the Input, Process, and Output (IPO)

model.

The input of the study deals with the related information gleaned from

the respondents, impact of sports, and the level of support from SK

Federation to the youth empowerment in terms of sports.

In the process, to get the necessary information needed, sets of

questionnaire were given to the respondents after the transmittal letter was

approved. Treatment of data involves gathering, sorting, tabulating,

computing, analysing, interpreting, and finally, drawing implications from the

analysed data. Appropriate statistical measures were applied with the specific

measures considered in this study. It utilized the simple percentage formula,

and arithmetic mean.

The output of the study is a sports activity program for the learners.
INPUT PROCESS OUTPUT

Data on: Transmittal letter

S
 Grade 12 learner’s Data were:
P
demographic profile
 gathered, O
 Impacts of sports  sorted,
 tabulated, R
 Level of support
 computed,
T
from SK Federation  analyzed, and
interpreted. S
to the youth

empowerment in
A
terms of sports Statistical data
C
used
T

I
 Simple
percentage V
 Arithmetic
I
Mean
 Arithmetic T

Mean Y

Figure 2

Flow of the Study

Environment

This study was conducted in Samboan National High School

Poblacion, Samboan, Cebu.The school is located in Poblacion, Samboan,

Cebu which is in the southwest part of Cebu and is 151.5 km away from Cebu

City. The school is accessible by land transportation through Ceres Bus Tours

(Bato via Barili) with an estimated travel hours of 5 hours and 30 minutes. At

present, the school has composed of 25 sections; each level has four sections

aside from grade 7. The school was founded by the late Mayor

UldaricoHisoler in the year 1993. Today, the school has a population of 1,280

students, 42 teachers, one principal and an administrative assistant.

 Figure 3

Location Map of the Study

The Respondents

The respondents of this study were the grade 12 section Integrity and

Humility learners in Samboan National High School. There were 48 learners

randomly chosen by the researchers as respondents for this study in grade 12

of section Integrity and Humility.

Table 1

Respondents of the Study

The respondents of the study are the grade 12 learners form section

Integrity and Humility. The researchers chose them because they would be a

great help in making this study possible.

Grade Level and Section f %

12-Integrity 23 47.92
12-Humility 25 52.08
Total 48 100

Table 1 shows that, there were 23 or equivalent to 47.92 percent from

grade 12 Integrity,25 or equivalent to 52.08 percent were from section

Humility. The respondent groups were randomly selected by the researchers

as respondents for this study.

Instrument

The instruments of this study were adapted from important

interpersonal skills that employers value (Doyle, 2019), assessing

intrapersonal skills (Koenig, 2011), slight modifications were made to align it

with the kind of respondents’ in the research venue.

Data Gathering Procedure

The researchers sought transmittal letter to the principal of Samboan

National High School to distribute copies of the research instrument to the

respondent groups. After having the approval, the researchers distributed the

copies of the research instrument to the identified respondents. Two days

were allotted to the respondents to answer the survey questionnaire. The data

gathered were statistically treated as basis for the discussion of the result.

Statistical Treatment

To determine the profile of the respondents, the simple percentage

formula was utilized.

To find the impact of sports to grade 12 learners and the level of

support from SK Federation to the youth empowerment in terms of sports, the

arithmetic mean was utilized.

Scoring Procedure

This study utilized the five-point scale for the quantitative interpretation.

The following scoring systems guide the researcher in interpreting the data

gathered from the respondents.

1. As to the impact of sports in terms of interpersonal skills.

Scale Verbal Description Interpretation

4.21 – 5.00 Strongly Agree This means that the respondent strongly

agrees to the item

3.41 – 4.20 Agree This means that the respondent agrees

to the item
2.61 – 3.40 Neutral This means that the respondent do not

have a stand to the item

1.81 – 2.60 Disagree This means that the respondent

disagrees to the item

1.00 – 1.80 Strongly Disagree This means that the respondent strongly

disagrees to the item

2. As to the impact of sports to grade 12 learners in terms of intrapersonal

skills.

Scale Verbal Description Interpretation

4.21 – 5.00 Always This means that the respondent always

performs the task mentioned in the item

3.41 – 4.20 Most Often This means that the respondent most

often performs the task mentioned in the

item
2.61 – 3.40 Sometimes This means that the respondent

sometimes performs the task mentioned

in the item
1.81 – 2.60 Rarely This means that the respondent rarely

performs the task mentioned in the item

1.00 – 1.80 Never This means that the respondent never

perform the task mentioned in the item

3. As to level of support from SK Federation to the youth empowerment in

terms of sports.

Scale Verbal Description Interpretation

4.21 – 5.00 Always This means that the SK Federation always

show signs of accomplishing the task in

the statement
3.41 – 4.20 Most Often This means that the SK Federation most

often show signs of accomplishing the task

in the statement
2.61 – 3.40 Sometimes This means that the SK Federation

sometimes show signs of accomplishing

the task in the statement

1.81 – 2.60 Rarely This means that the SK Federation rarely

show signs of accomplishing the task in

the statement
1.00 – 1.80 Never This means that the SK Federation never

show signs of accomplishing the task in

the statement

DEFINITION OF TERMS
 The following terms which are of great significance in this study

are herein being operationally defined:

Healthy Lifestyle. This refers to the way of living in maintaining

a healthy body and lowering the risk of having serious diseases.

Interpersonal. This refers to the factors that exist outside of a

person.

Emotional Intelligence. This refers to an individual’s

ability to manage their own emotions.

Leadership Skills. This refers to the individual’s ability to

lead a group to a desired goal.

Problem-Solving Skills. This refers to the individual’s

ability to solve problems effectively and efficiently.

Socialization Skills. This refers to the individual’s ability

to socialize, communicate and interact verbally and non-verbally.

Team Work. This refers to the coordination and

collaboration of a group of people.

Intrapersonal. This refers to the qualities that exist inside a

person.

Physical Empowerment. This term refers to the

process of developing physical capabilities through exercise, and

active participation in sports

Self-Development. This refers to the process of developing

oneself.

Non-communicable diseases. This refers to the diseases that

cannot be transmitted from one person to another.

 Sangguniang Kabataan (SK) Federation. This refers to the

governmental organization that is in-charge of maintaining and

developing the overall welfare of the youth.

 CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

Sports have a huge impact to a student-athlete’s social well-being.

Being engaged in sports will push you to take charge on a healthy lifestyle

and with this, families and friends of the athlete will be attracted to the notion

of pushing to a healthier lifestyle led by the athlete. Families will be able to

support the athlete through financial, emotional, and directional support.

Financial support can be seen through families allocating budget for the

athlete for proper food nutrition and sports gear to sustain the athlete’s

involvement to sports. Emotional support does not mean for the families and

friends of the athlete to be physically present at competitions or games that

the athlete is involved. The athlete knowing that the family is supporting will

boost their self-esteem and confidence of the athlete. Directional support

comes in the form of giving academic or athletic advice from anyone to give

directions to the athlete, making sure that the athlete never goes astray

(Hicks, 2018).

Sports show positive effects to student athletes as shown above. As

stated by Hicks (2018), athletes show high levels of self-esteem and

confidence due to their motivational climate supporting them financially,

emotionally, and directionally. It is understandable that sports can also bring

the same positive effects to those people who are new to sports. Even with

less experience than the other athletes, one can develop their soft skills and

hard skills on the long run.

 Furthermore, it has been observed that sports have can help

individuals maintain their weight as sports can increase metabolic rates, and

burn calories getting rid of excess fats in the body. Sports also shows that it

can improve an individual’s muscles and bone. Not only does it improve our

physical state, sports also enhance our health. Sports is said to lessen the

risk of acquiring cancer and non-communicable diseases. Engaging in sports

will force individuals to exercise their body, heart, and mind making them

more active and energized. Psychological health of athletes is also benefited

from engaging in sports. Sports can remedy psychological disorders and

depression. Sports enhance the self-esteem of individuals through self-worth

(Cohen, 2018).

As explained by Cohen (2018), sports offer so many benefits to

individuals varying from physical state, health, and mental health. Although,

there are risks of having injuries related from the kind of sports engaged by

the individual, it is recommended that individuals who are normally inactive

should start from a slow pace and increase the intensity over time.

In connection to this, sports nurture the maturity of an athlete.

Leadership skills are enhanced through sports in which athletes immerse on a

team and coordinate with each other. In order for the team to succeed,

someone in the team will stand up and lead the flock to reach their desired

goals. Sports also improve the quality of sleep of an athlete. Sports make

individuals fall asleep faster improving their sleep and their mood the next day

(Watson, 2016).
 This shows how important sports can be to individuals who are

physically inactive. Sports not only eases boredom but it also offers a variety

of advantages to individuals who are actively engaged in sports.

In addition, being engaged in sports at a young age is very beneficial in

which the main goal of engaging in the sports is having fun. Practicing for a

specific sport will make you a competent athlete and develop your motor skills

over time (Davidson, 2017).

According to Roger (2017), there are ways to improve our skeletal

system. He advised that individuals should at least exercise to warm up the

bones and strengthen them in a way. It is understandable that exercise alone

cannot sustain a healthy lifestyle without proper diet. Roger (2017) advised

that exercise should come with proper nutrition and health diet.

Likewise, stress is inevitable even when living in a normal life.

Regularly engaging in sports will help individuals release stress naturally.

Eating with proper nutrition is a necessity for athletes to sustain their

physically fit body. This shows that the youth is encouraged to lead a move for

a healthier lifestyle through engagement in sports and proper nutrition. Sports

also gives an athlete the opportunity to discover themselves on what factors

they are lacking and needs to be improved. This will help athletes be self-

aware (K, 2018)

Moreover, when engaging in sports, athletes tend to sweat and when

athletes pump sweat, the brain releases a mood-boosting hormones called

endorphins. Endorphins are said to enhance the mood and relieve stress.
Athletes also tend to pick up healthy lifestyle habits from others. This will push

athletes for a healthy lifestyle (Schindly, 2018).

In connection to this, individuals who actively engage in sports are able

to build a good character. Athletes develop their long-term commitment

whether it’s for the team, for their education, for the community. Sports also

allow the youth to learn values in sports. Playing fairly is a necessity in sports

and athletes will go through this rule of playing fair until this kind of value will

be implanted deep in their hearts and souls. Another social development an

athlete can develop is that they will be able to accept failures. In sports, losing

is really inevitable and undergoing multiple games, an athlete will be able to

cope with failures (Koolbreeze, 2018).

In the other hand, it has been discussed that individuals who are not

physically active and does not eat with proper nutrition are the ones that

worsens the burden of obesity. Being obese or not physically fit will

sometimes lead to negligence, or verbal abuse from the environment

(Morgan, 2017).

Sports show that athletes have better cognitive functions, depth of

concentration, higher self-esteem than their less-active counterparts. It shows

that these factors support that sports have an advantage to academic

performance of a learner (Altobelli, 2018). This statement from Altobelli

supports the fact that sports have a positive impact to the academic

performance of the student.

 CHAPTER 3

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the analysis, interpretation and implications of

data that answers the problem raised in this study.

RESPONDENTS’ PROFILE

This presents the demographic profile of the grade 12 learners with

respect to their age, gender, third quarter grade in P.E, combined income of

parents, and favorite sports introduced in P.E subject. This shows how the

profile of each respondent affects their participation to sports

Age. Age is an indicator of how many years the human body has functioned.

It is one factor that shows the level of extremity and the kind of sports a child

plays due to the fact that there are certain sports that the body cannot handle.

Gender. Each gender has distinct capabilities as well as in sports. Gender is

one factor that shows how effective the individual plays a specific sports. This

also shows how an individual behave when immersed in a certain sports.

Third Quarter Grade in P.E. Academic grades show how much background

an individual has to the specific area of expertise. The third quarter grade in

P.E. is an indicator that shows how much knowledge and interest an

individual has in sports.

Combined Income of Parents. The income of parents is one resource that

sustains the entire family. The combined income of parents is one indicator on
the level of support of parents to sustain the interest of an individual, most

especially in sports.

Favorite Sports introduced in P.E. subject.There are so many sports

introduced in the subject of P.E. Naturally, a child will have its favorites with

sports. This is also an indicator of how much skills and interest an individual

possess in the specific kind of sports.

Table 2

Respondents’ Profile

Item f %
Age 15-17 2 4.17
18-20 42 87.50
21 and above 4 8.34
Total 48 100
Male 21 43.75
Gender
Female 27 56.25
Total 48 100
75-79 2 4.17
Third Quarter 80-84 5 10.42
Grade in P.E. 85-89 10 20.83
90 and above 31 64.58
Total 48 100
Below ₱5 000.00 per month 17 35.42
Combined ₱6 000.00 - ₱10 000.00 16 33.33
Income of ₱11 000.00 - ₱15 000.00 11 22.92
Parents ₱16 000.00 - ₱20 000.00 1 2.08
₱21 000.00 and above 3 6.25
Total 48 100
Basketball 14 29.17
Favorite Sports Volleyball 21 43.75
Introduced in Sipak Takraw 2 4.17
P.E. subject Arnis 5 10.42
Badminton 6 12.50
Total 48 100
 It can be seen from table 2 that as to age of the respondent groups, 42

of the respondents which is equivalent to 87.50 were 18 – 20 years old, and

two (2) respondents which is equivalent to 4.17 were 15 – 17 years old. As to

the gender of the respondents, 27 of the respondents which is equivalent to

56.25 were female, 21 of the respondents which is equivalent to 43.75 were

male. As to the third quarter grade in P.E, 31 of the respondents which is

equivalent to 64.58 has an average of 90 and above, two (2) of the

respondents which is equivalent to 4.17 has an average of 75 – 79. As to the

combined income of their parents, 17 of the respondents which is equivalent

to 35.42 has below ₱5 000.00 combined income of their parents per month,

one (1) of the respondents which is equivalent to 2.08 has ₱16 000.00 - ₱20

000.00 combined income of their parents. As to the favorite sports introduced

in P.E. subject, 21 of the respondents which is equivalent to 43.75 considers

volleyball as their favorite sports, two (2) of the respondents which is

equivalent to 4.17 considers sipak takraw as their favorite sports.

IMPACT OF SPORTS TO GRADE 12 LEARNERS

This presents the impact of sports to grade 12 learners in terms of

interpersonal with respect to their emotional intelligence, team work, problem-

solving skills, leadership skills, and socialization skills and intrapersonal with

respect to their self-development and physical empowerment.

Interpersonal. Interpersonal can be perceived as people skills in which these

are the skills that we use to interact and socialize with each other. This is an

important trait as a human being due to the fact that humans are considered
as social animals in which interacting with one another is inevitable for

humans.

Emotional Intelligence. Emotional intelligence (EI) plays a significant role in

the development of an individual. The degree of emotional intelligence tells

how good an individual can manage their emotions. It can be developed

through social interaction like engaging in sports and other physical activities.

Table 3

Emotional Intelligence

Weighted
Item Verbal Description
Mean
Sports develop my maturity. 4.01 Agree
Sports help me release stress. 4.26 Strongly Agree
Sports make me feel happy. 4.53 Strongly Agree
Average Weighted Mean 4.27 Strongly Agree
Legend

4.21–5.00=Strongly Agree 2.61–3.40=Neutral 1.00–1.80=Strongly Disagree

3.41 – 4.20=Agree 1.81 – 2.60=Disagree

It can be seen from table 3 that as to the emotional intelligence of the

respondent groups, the item sports make me feel happy has the highest

weighted mean of 4.53 or with verbal description of strongly agree, the item

sports develop my maturity has the lowest weighted mean of 4.01 or with a

verbal description of agree.

Upon engaging in sports, athletes unconsciously use their emotional

intelligence to manage their emotions and read their team mates and

opponents’ emotions. When faced with pressure, athletes will have to make

quick decisions. This will lead to rocketing stress levels for the athlete. In
order to keep with the game, the athlete will have to manage his stress and

continue to play in the game. It has been observed that sports can benefit

athletes in terms of their emotional intelligence. Athletes will have better

connections with team mates, coaches, and even to their opponents. With

sports, they are trained to deal with stress, and be mature to accept failures

(“Emotional Intelligence in Sports: How Does It Help You?”, 2019)

Team Work. Team work is always evident in sports as athletes will always

engage in a team. It is one of the factors that leads the team to succeed in

achieving their goals. Coordination and collaboration will be necessary with

team work. Therefore, learning how to collaborate and coordinate with team

mates will be a requirement for better sportsmanship.

Table 4

Team Work

Weighted
Item Verbal Description
Mean
Sports make me responsible and
4.17 Agree
Disciplined.
Sports allow me to coordinate with
4.40 Strongly Agree
my teammates during the game.
Sports develop my self-respect and
4.39 Strongly Agree
my respect to others.
Average Weighted Mean 4.32 Strongly Agree

It can be seen from table 4 that as to the team work of the respondent

groups, the item sports allow me to coordinate with my teammates during the

game has the highest weighted mean of 4.40 or with a verbal description of

strongly agree, the item sports make me responsible and disciplined has the

lowest weighted mean of 4.17 or with verbal description of agree.

 It is understandable that playing sports may require team efforts to

achieve a desired goal. Being immersed in a team will help athletes to deeply

learn about their roles and functions to the team. Understanding the roles and

functions of an athlete will help them collaborate and coordinate with each

other effectively and efficiently (Bowen, 2017).

Problem-Solving Skills. Sports is not just a simple game that requires

physical exertion to win. It also requires good strategies to outsmart the

opposing teams and win. In other words, athletes are required to possess a

good problem-solving skills.

Table 5

Problem-Solving Skills

Weighted
Item Verbal Description
Mean
Sports give me opportunities to
4.09 Agree
provide strategies to win the game.
Sports allow me to evaluate
opponents’ game plan to outsmart 3.90 Agree
them during the game.
Sports develop my critical-thinking
4.19 Agree
skills.
Average Weighted Mean 4.06 Agree

It can be seen from table 5 that as to the problem-solving skills of the

respondent groups, the item sports develop my critical-thinking skills has the

highest weighted mean of 4.19 or with a verbal description of agree, the item

sports allow me to evaluate opponents’ game plan to outsmart them during

the game has the lowest weighted mean of 3.90 or with verbal description of

agree.
 It has been found that learners show significant improvements in

problem solving after participating in sports activities. Decision-making skills

are interrelated with problem-solving skills in which decisions are made by the

learners will determine the outcome of the problem.(Nopembri et al, 2019).

Leadership Skills. A leader plays a pivotal role for the success of the team. A

leader’s role is not as simple as handling and motivating the team. The role of

a leader goes deeper as composition, execution, and maintenance of a

strategic plan is their dominant responsibility. With opposing teams having a

sound strategy to outsmart their opponents, a group without a good leader will

notice that their progress is deteriorating.

Table 6

Leadership Skills

Weighted
Item Verbal Description
Mean
Sports provide me opportunities to
lead my teammates to be positive 4.17 Agree
thinkers.
Sports motivate me to encourage
my teammates to be sports- 4.04 Agree
minded.
Sports lead me to value discipline
and encourage my teammates to 4.25 Strongly Agree
do the same.
Average Weighted Mean 4.15 Agree

It can be seen from table 6 that as to the leadership skills of the

respondent groups, the item sports lead me to value discipline and encourage

my teammates to do the same has the highest weighted mean of 4.25 or with

verbal description of strongly agree, the item sports motivate me to

encourage my teammates to be sports-minded has the lowest weighted mean

of 4.04 with a verbal description of agree.

Athletes and coaches will be required to make quick and decisive

decisions that will determine the desired outcome. Leadership skills are

challenged as being engaged in a team, one will have to set aside their

personal interest and put the team as their top priority. It is necessary to

concentrate with teamwork rather than standing out from the crowd (Lester,

2018).

Socialization Skills. Everywhere we go, socializing with others is inevitable.

Socializing develop our communication skills in which we learn active listening

and respect to others when someone is talking. Socialization skills help in

sharing thoughts and ideas, and lessens anxiety within oneself.

Table 7

Socialization Skills

Weighted
Item Verbal Description
Mean
Sports introduce me to new circle
4.51 Strongly Agree
of friends.
Sports develop my confidence in
4.35 Strongly Agree
dealing with people.
Sports allow me to adjust with
4.21 Strongly Agree
others.
Average Weighted Mean 4.36 Strongly Agree

It can be seen from table 7 that as to the socialization skills of the

respondent groups, the item sports introduce me to new circle of friends has

the highest weighted mean of 4.51 or with verbal description of strongly

agree, the item sports allow me to adjust with others has the lowest weighted

mean of 4.21 or with verbal description of strongly agree.

In connection to teamwork, athletes strengthen their bonds with their

teammates through unified coordination. They will have a deeper

understanding and adjust to their teammates’ abilities and behaviors which

will help them coordinate effectively and efficiently. An athlete may look up to

their opponents for their skills and passion for sports which will lead them to

have a relationship that will furthermore deepen through sports (Rosario,

2017)

Intrapersonal. Intrapersonal skills measure on what degree a person knows

about himself. ‘Intra’ means inside which means intrapersonal skills are the

qualities that exist in one’s character. Self-awareness helps individuals to

examine their strengths and weaknesses in order for them to see which

aspects they need to improve.

Self Development. As learners grow older, they are encouraged to develop

their personal skills in order to attain the required skills and capabilities to

reach their desired goals and destinations in life. Self development will help

learners see that they can do multiple things that they once knew they cannot.

It can be seen from graph 1 that as to the self-development of the

respondent groups, the item I undergo sports training to be active in sports

has the highest weighted mean of 3.28 or with verbal description of

sometimes, the item I feel confident in playing sports has the lowest weighted

mean of 2.29 or verbal description of rarely, the total average weighted mean

of the respondent groups was 2.64 or with a verbal description of sometimes.

 Graph 1

Self-Development

3.5

2.5

3.28
1.5
2.64
2.35 2.29
1

0.5

0
I undergo sports training to I willingly participate in I feel confident in playing Average Weighted Mean
be active in sports sports tournament sports

Legend

4.21–5.00= Always 2.61–3.40=Sometimes 1.00–1.80= Never

3.41 – 4.20=Most Often 1.81 – 2.60=Rarely

Sports provide opportunities for learners to develop themselves.

Learners invest their time and effort to what they love and if they love playing

sports, they will do the best of their capabilities to be highly skilled in sports.

With regular practice routine, learners will be active in sports. It also gives

learners the chance to feel the joy of winning which further develops their

confidence and self-esteem (Müllner, 2016).

Physical Empowerment. Physical empowerment plays a vital role in keeping

a healthy body. Being physically empowered motivates learners to engage in

physical activities that will further strengthen bone and muscle development. It
 also reduces the risk of having heart attack making the person to live longer in

a healthy lifestyle.

Graph 2

Physical Empowerment
4.2
4.1
4
3.9 4.15
3.8 3.94 3.98
3.7 3.84
3.6
I feel I am physically I feel energized I feel empowered Average Weighted
fit if I play sports. whenever I play during game time. Mean
sports.

It can be seen from graph 2 that as to the physical empowerment of the

respondents groups, the item I feel energized whenever I play sports has the

highest weighted mean of 4.15 or with verbal description of most often, the

item I feel empowered during game time has the lowest weighted mean of

3.84 or with verbal description of most often, the total average weighted

mean of the respondent groups was 3.98 or with a verbal description of most

often.

Regularly, sports promote regular physical activity in which it gives a

chance for learners to exercise their body for muscle and bone development.

It also makes the learners stay physically fit. One of the reasons why people

are less energized is because they lack physical activity. Therefore, sports

help learners to be energized throughout the day (Bennet, 2017)

Level of support from SK Federation to Youth Empowerment in Terms of

Sports. Sangguniang Kabataan is governmental organization that was

created for the purpose of the development and support to the welfare of the

youth. They promulgate resolutions that align to the interest and objectives of
the youth. Nowadays, the youth has taken more interest in sports and shows

promising skills that can be used to uplift the quality of their lives. SK

Federation is a manifestation that the government cares for the youth.

It can be seen from pie graph 1 that as to the level of support from SK

federation to youth empowerment in terms of sports, the item SK federation

coordinates the youth in planning programs for youth empowerment in terms

of sports has the highest weighted mean of 4.24 or with verbal description of

often, the item SK federation provides sports equipment during sports

tournament in our place has the lowest weighted mean of 3.94 or with verbal

description of most often, the total average weighted mean of the respondent

groups was 4.11 or with verbal description of most often.

Pie Graph 1
Level of support from SK Federation to Youth Empowerment in Terms of Sports

SK federation provide sports equipment

during sports tournament in our place.
17% 16%
SK federation organizes sports event for the
youth.
16%
17%
SK federation shows concern to youth
empowerment in terms of sports.

17% 17% SK federation motivates the youth to be

involved in sports.

SK federation coordinates the youth in

planning programs for youth
empowerment in terms of sports.

Average Weighted Mean

 Sangguniang Kabataan is primarily considered as a local government

unit and considering that SK’s primary role is to support the youth, it is

undeniable that they support the youth in their goals and interests, most

especially in sports. In accordance to the Republic Act No. 6847 also known

as “The Philippine Commission Sports Act”, the government shall support the

youth through the Philippine Sports Commission. In section 7 of R.A. no.

6847, Function of the Commission: The Commission shall (a) plan, implement

and oversee an integrated amateur sports promotion and development

program for the country, including the program for the Decade of Physical

Fitness and Sports: 1990-2000, pursuant to Presidential Proclamation No.

406, in coordination with various sectors involved in sports, including, among

others, the POC, the National Sports Associations (NSAs), the public and

private schools, government corporations and entities, the local governments,

the Armed Forces of the Philippines and other sports organizations and

private corporations (Democratizing Philippine Sports, 2016).

 CHAPTER 4

SUMMARY, FINDINGS, CONCLUSION, AND RECOMMENDATIONS

This chapter presents the summary, findings, conclusions and

recommendations based on the data gathered. The order of discussion

follows the sequence of the specific problems found in chapter 1.

Summary

This study assessed sports and its impact to the grade 12 learners. It

utilized the quantitative method using descriptive research design. This study

was conducted at Samboan National High School in the district of Samboan,

Cebu. The respondent groups were the learners of grade 12 sections Integrity

and Humility which was randomly selected by the researchers. It utilized the

simple percentage and arithmetic mean formula in the quantification of the

data. This study looked into the following areas: demographic profile of the

respondents, impact of sports participation, and level of support from SK

federation to youth empowerment in terms of sports. The results of the study

served as bases in crafting a sports activity program.

Findings

These were the findings based on the data gathered from this

research:

Respondents’ Profile. Based on the data on the learners’ profile,

most of the learners were 18 – 20 years old. Majority of them were females.

As to the third quarter grade in P.E, 31 of the respondents which is equivalent

to 64.58 has an average of 90 and above. As to the combined income of their

parents, 17 of the respondents which is equivalent to 35.42 have below

₱5 000.00 combined income of their parents per month. As to the favorite

sports introduced in P.E. subject, 21 of the respondents which is equivalent to

43.75 considers volleyball as their favorite sports.

The impact of sports has the following results; As to the emotional

intelligence of the respondent groups, the item sports make me feel happy

has the highest weighted mean of 4.53 or with verbal description of strongly

agree. As to the team work of the respondent groups, the item sports allow

me to coordinate with my teammates during the game has the highest

weighted mean of 4.40 or with a verbal description of strongly agree. As to

the problem-solving skills of the respondent groups, the item sports develop

my critical-thinking skills has the highest weighted mean of 4.19 or with a

verbal description of agree. As to the leadership skills of the respondent

groups, the item sports lead me to value discipline and encourage my

teammates to do the same has the highest weighted mean of 4.25 or with

verbal description of strongly agree. As to the socialization skills of the

respondent groups, the item sports introduce me to new circle of friends has

the highest weighted mean of 4.51 or with verbal description of strongly

agree. As to the self-development of the respondent groups, the item I

undergo sports training to be active in sports has the highest weighted mean

of 3.28 or with verbal description of sometimes. As to the physical

empowerment of the respondents groups, the item I feel energized whenever

I play sports has the highest weighted mean of 4.15 or with verbal description

of most often
 The level of support has the following results; As to the level of

support from SK federation to youth empowerment in terms of sports, the item

SK federation coordinates the youth in planning programs for youth

empowerment in terms of sports has the highest weighted mean of 4.24 or

with verbal description of often, the item SK federation provides sports

equipment during sports tournament in our place has the lowest weighted

mean of 3.94 or with verbal description of most often, the total average

weighted mean of the respondent groups was 4.11 or with verbal description

of most often.

Conclusion

Based on the study, it has been concluded that sports have significant

impact to the grade 12 learners of the research venue. It has also been

concluded that the grade 12 learners of the research venue are not that active

when it comes to sports.

Recommendation

The researchers would like to recommend the output of this study be

used in order to enhance the participation of grade 12 learners to sports.

 CHAPTER 5

PROPOSED PROJECT PROPOSAL

Rationale

As we live in the 21st century, the youth mostly do not engage in

outdoor activities anymore. Instead they lock themselves inside their rooms

and face their electronic gadgets as their primary source of entertainment.

With this, they are most likely to have weaker bones, and easily get fatigued

(Health Risk of an Inactive Lifestyle, 2020)

In Samboan, it has been found through this study that grade 12

learners are not that active when it comes to sports. This shows that the

learners need to be motivated to engage and be active in sports.

There are so many negative effects of being a physically inactive

individual, and one of this is the risk of having non-communicable diseases

such as diabetes, cardiovascular diseases, and cancer. Therefore, it is vital

for the youth to engage in sports in order for them to exercise their body, be

physically active, and reduce the risk of having non-communicable diseases

(Gaetano, 2016).
Objectives

The purpose of this project is to motivate the learners to actively

engage in sports in order for them to exercise their body, be physically fit and

reduce the risk of having non-communicable diseases.

Project Proposal

Summer Sports Active is a 1 month sports training program which

includes basketball, volleyball, arnis, and sipak takraw training. This training

will significantly enhance the skills of the youth in the specified sports and

strengthen their physical, emotional and mental development. After the

training, there will be a sports tournament in basketball, volleyball, and arnis.

Resources

Manpower

The project will need the manpower of the following:

1. The facilitators

2. The trainors

Funds

The source of funds will be the following:

 Sangguniang Kabataan
Estimated Budget

The project will need a budget of ₱300 000.00. The following are the

items that need to be budgeted:

Item Users Estimated Budget

Income expense for Basketball Trainer, ₱100 000.00
trainers Volleyball
Trainer, Arnis
Trainer
T-shirts for the For 100 participants ₱50 000.00
participants
T-shirts for the trainers
Basketball Trainer, ₱5 000.00
Volleyball
Trainer, Arnis
Trainer
Competition prizes For winners Basketball
1st place: ₱25 000.00
2nd place : ₱15 000.00
3rd place: ₱5 000.00
Volleyball
1st place: ₱25 000.00
2nd place : ₱15 000.00
3rd place: ₱5 000.00
Arnis
1st place: ₱25 000.00
2nd place : ₱15 000.00
3rd place: ₱5 000.00
Miscellaneous expenses In case of emergencies ₱10 000.00

Project Milestones

These are the things needed to be accomplished in order for the project to be

considered as successful

Milestone Timeframe Description

Get the proposal March 10 – 19, 2020 The project will have to
approved by the SK be proposed to the SK
federation in order for this project
to be sustained through
 the help of SK
federation.
Accumulate Budget March 20 – 31, 2020 The project will have to
accumulate budget from
the SK in order for the
project to succeed.
Hire trainers April 1 – 20, 2020 This project will have to
hire professional
trainers in order for the
participants to learn
professional sports skills
Prepare sports April 21 – 29, 2020 The project will have to
equipment to be used prepare the equipments
to be used in the
training activities
Prepare the venue April 30, 2020 The venue will have to
be prepared in this day.
1-month training May 1 -31, 2020 This will be the start of
program the Summer Sports
Active program
Sports tournament June 1 – 5, 2020 The sports tournament
will take place after the
training program of this
event. Athletes who
wish to join the
tournament but did not
attend the training
program are welcome to
join.

Expected Outcome

The expected outcome of this project is that the youth will be more

empowered and active in sports. The youth will have a stronger foundation to

their physical, emotional, and mental development.

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 APPENDIX A
TRANSMITTAL LETTER

March 07, 2020

Bernardita F. Arias
School Principal
Samboan National High School
Poblacion, Samboan, Cebu

Dear Mrs. Arias:

Greetings of Peace!

We are currently conducting our study on “Effects of Sports to Grade 12

Learners.” This is in partial fulfillment of the requirements of the subject
Politics and Governance in the Philippines.

In connection to this, we would like to ask permission from your office to allow
us to distribute copies of the research instrument of the said study. The
identified respondents are the grade 12 Integrity and Humility
learners. Rest assured that classes will not be disrupted and data
gathered will be kept confidential.

We are hoping for your favorable response on this matter. Thank you and God
bless.
Sincerely yours,

KYLE ANTHONY S. ARIZA CHRISTINE AGUILAR JOHN MICHAEL HIRAMIS

Researcher Researcher Researcher

Noted by:

LORNA L. NELLAS
Adviser

Recommending Approval: Approved by:

MILDRED H. CABALUNA BERNARDITA F. ARIAS

Class Adviser SNHS Principal

APPENDIX B
Survey Questionnaire
Name: (optional)_______________________________________________
The impact of sports to grade 12 learners
Please provide answer to each item. Please tick the box that corresponds to
your answer. Please answer honestly.
Your answer will be kept confidential.
Age: 14 years old and below 15-17 18-20 21 and above
Gender: male female
Third Quarter Grade in P.E : 74 and below 75 -79 80-84
85-89 90 and above
Combined Income of Parents: Below ₱ 5,000 per month
₱ 6,000-10,000.00 ₱ 16,000.00- 20,000.00
₱ 11,00 000-15,0000.00 P 21,000 and above
Favorite sport introduced in P.E subject :
basket ball volley ball
sipak takraw arnis badminton
Please provide answer of the following statement using the scale below.
Scale Verbal Description
5 Strongly Agree
4 Agree
3 Neutral
2 Disagree
1 Strongly Disagree

VARIABLES 5 4 3 2 1
Interpersonal skills
 Emotional intelligence
Sports develop my maturity.
Sports help me release stress.
Sports make me feel happy.
Team Work
Sports make me responsible and disciplined.
Sports allow me to coordinate with my teammates during the
game.
Sports develop my self-respect and my respect to others.
Problem-Solving Skills
Sports give me opportunities to provide strategies to win
the game.
Sports allow me to evaluate opponents’ game plan to
outsmart them during the game.
Sports develop my critical thinking skills.
Leadership Skills
Sports provide me opportunities to lead my teammates to be
positive thinkers.
Sports motivate me to encourage my teammates to be
sports-minded.
Sports lead me to value discipline and encourage my
teammates to do the same.
Socialization Skills
Sports introduce me to new circle of friends.
Sports develop my confidence in dealing with people.
Sports allow me to adjust with others.

Please provide answer using the scale below.

Scale Verbal Description

5 Always
4 Most often
3 Sometimes
2 Rarely
1 Never

VARIABLES 5 4 3 2 1
Intrapersonal Skills
Self-Development
I undergo sports training to be active in sports.
I willingly participate in sports tournament.
I feel confident in playing sports.
Physical Empowerment
I feel I am physically fit if I play sports.
I feel energize whenever I play sports.
I feel empowered during game time.

VARIABLES 5 4 3 2 1
Level of support from SK Federation to Youth Empowerment in Terms of
 Sports.
SK federation provide sports equipment during sports
tournament in our place.
SK federation organizes sports event for the youth.
SK federation shows concern to youth empowerment
in terms of sports.
SK federation motivates the youth to be involved in sports.
SK federation coordinates the youth in planning
programs for youth empowerment in terms of sports.

APPENDIX C

LEGAL BASES

Philippine Republic Act No. 6847 of 1990

AN ACT CREATING AND ESTABLISHING THE PHILIPPINE SPORTS

COMMISSION, DEFINING ITS POWERS, FUNCTIONS AND
RESPONSIBILITIES, APPROPRIATING FUNDS THEREFOR, AND FOR
OTHER PURPOSES

Be it enacted by the Senate and House of Representatives of the Philippines

in Congress assembled:

SEC. 1. Title of the Act.—This Act shall be known as “The Philippine Sports
Commission Act.”

SEC. 2. Declaration of Policy.—It is the policy of the State to promote physical

education, encourage and sustain the development of sports in the country to
foster physical fitness, self-discipline, teamwork and excellence for the
development of a healthy and alert citizenry through a unified national sports
promotion and development program, and that the establishment and creation
of a single, unified and integrated national sports policy-making body shall
further this objective.

SEC. 3. Creation of the Philippine Sports Commission.—To carry out the

above policy, a body corporate known as the Philippine Sports Commission,
hereinafter referred to as the Commission, is hereby created and established.
SEC. 4. Status of the Commission.—The Commission shall have the same
status as that of a governmental regulatory national agency attached to the
Office of the President with the Chairman thereof being of the same level as a
department undersecretary and the Commissioners that of department
assistant secretaries.

SEC. 5. Nature of the Commission.—The Commission shall exercise

corporate powers. It shall have a seal, may sue and be sued, and shall be the
sole policy-making and coordinating body of all amateur sports development
programs and institutions in the Philippines: Provided, That in the case of the
school sports development program, the same shall be formulated and
implemented by the Department of Education, Culture and Sports (DECS)
with the assistance of the Commission within the framework of the national
sports development program.

SEC. 6. Objectives of the Commission.—The objectives of the Commission

are:

(a) To provide the leadership, formulate the policies and set the priorities and
direction of all national amateur sports promotion and development,
particularly giving emphasis on grass-roots participation;

(b) To encourage wide participation of all sectors, government and private, in

amateur sports promotion and development; and

(c) To supplement government appropriations for sports promotion and

development.

Philippine Republic Act No. 5708 of 1969

The Schools Physical Education and Sports Development Act of 1969

Be it enacted by the Senate and House of Representatives of the Philippines in

Congress assembled:

SECTION 1. This Act shall be known as “The Schools Physical Education and
Sports Development Act of 1969.”

SECTION 2. An integrated physical education and sports development

program in all schools in the Philippines shall be undertaken by the
Department of Education in accordance with the following guiding principles:
 (1) The goal of physical education is to instill in young citizens a
proper appreciation of the importance of physical development
hand in hand with the mental development in

(2) The sports and other activities in a physical education program

should provide opportunities for the athletic development of
children and youth who have the competitive spirit as well as
grace, coordination, stamina and strength;individual and social
activities;

(3) A well-rounded physical education program must be addressed to

physical growth, social training, and personal, discipline for all
pupils and students, as well as superior athletic achievement for
those who are psychologically inclined and physically gifted; and

(4) An integrated program for sports development in the schools

requires effective organizational planning and administration with
provisions for adequate training facilities and sustained stable
financing.

Philippine Republic Act No. 10676 of 2015

AN ACT PROTECTING THE AMATEUR NATURE OF STUDENT-ATHLETES

IN THE PHILIPPINES BY REGULATING THE RESIDENCY REQUIREMENT
AND PROHIBITING THE COMMERCIALIZATION OF STUDENT-ATHLETES

Be it enacted by the Senate and House of Representatives of the Philippines

in Congress assembled:

SECTION 1. Short Title. – This Act shall be known as the “Student-Athletes

Protection Act”.

SEC. 2. Declaration of Policy. – Article XIV, Section 1 of the 1987

Constitution recognizes the role of the State to protect and promote the right
of all the citizens to quality education at all levels, and to take appropriate
steps to make such education accessible to all. Further, Section 19(1) of the
same Article provides that the State shall promote physical education, sports
programs and competitions alongside training for international competitions to
foster self-discipline, teamwork and excellence for the attainment of a healthy
and alert citizenry. Thus, the State shall recognize and uphold the rights of
student-athletes to further hone their skills and abilities in their respective
fields of amateur sports without neglecting their education and general well-
being.

It is the intention of this Act to protect and promote the rights of the student-
athlete, who is, first and foremost, a student. To this end, the rights
guaranteed by this Act and the obligations imposed on schools and athletic
associations and their officials, athletic directors, coaches, members of the
coaching staff, administrators, alumni, and representatives shall seek to
ensure that the student-athlete attains quality education while honing his/her
skill and reaching his/her full potential as an athlete in an amateur sports
setting.

SEC. 5. Benefits and Incentives. – Schools may grant a deserving student-

athlete the following benefits and incentives:

(a) Tuition and miscellaneous school fees including books and other learning
materials;

(b) Full board and lodging;

(c) School and athletic uniforms including supplies, equipment and

paraphernalia;

(d) A reasonable regular monthly living allowance, the amount of which shall
he set and standardized by the athletic association to which the school is
affiliated with;

(e) Medical examinations and consultations, emergency medical services, life

and medical insurance and other reasonable and similar benefits that would
further enhance the academic and athletic performance of the student-athlete;
and

(f) Other reasonable and similar benefits that would further enhance the
student-athlete’s academic and athletic performance.

SEC. 6. Commercialization of Student-Athletes – Schools shall not offer a

student-athlete or the immediate family members benefits or incentives
beyond those enumerated under Section 5 of this Act which are contrary to
the nature of amateur sports and which may result in the commercialization of
a student-athlete.

SEC. 7. Authority of the Department of Education (DepED) and the

Commission on Higher Education (CHED). – The DepED in furtherance to its
mandate to supervise all basic education institutions, and the CHED with its
mandate to supervise higher education institutions, are hereby further
authorized to regulate and oversee school athletic associations, and are
tasked to ensure that the rights of student-athletes are respected and
protected. They are likewise authorized to handle complaints against the
school athletic associations, and schools. They may consult the Philippine
Sports Commission (PSC) for technical expertise, as may be needed.

SEC. 8. Prosecution of Action. –

(a) Who May File. – For purposes of this Act, a written complaint may be filed
by a student-athlete, his/her parents or guardians, member schools or their
alumni, or any person or any entity in behalf of a student-athlete who, or a
school which, may be affected by any violation of this Act.

(b) Who are Liable. – School officials, athletic directors, coaches, members of
the coaching staff, administrators, alumni, or representatives shall be liable for
any violation of this Act. Athletic associations or schools shall likewise be
liable for knowingly permitting or failing to prevent such violations, without
prejudice to any direct liability by the aforementioned individuals.

(c) Investigation. – Athletic associations may, motu propria or upon written

complaint, investigate violations of this Act and impose the appropriate
penalties, such as suspending or banning the student-athlete from playing
and/or the school from participating in their respective
leagues: Provided, That if the respondent is the athletic association, or if there
is reason to believe that the athletic association will not act upon the
complaint, a written complaint may be filed directly with the DepED or the
CHED.

(d) Appeal. – Within fifteen (15) days upon receipt of the decision of the
athletic association, an appeal may be filed with the DepED or the CHED.

(e) Inaction or inhibition. – Within thirty (30) days from filing of the complaint,
there being no action from the athletic association, the student-athlete or
his/her representative may directly file a written complaint with the DepED or
the CHED.

(f) Sanctions and penalties. – Upon notice and hearing, the DepED or the
CHED may impose the appropriate penalties under relevant laws, rules or
regulations, including:

(1) On erring schools:

Any violation of the provisions of this Act shall be punishable by suspension

from participating in the athletic organization/s and/or a fine ranging from one
hundred thousand pesos (P100,000.00) to one million pesos (P1,000,000.00)
depending on the gravity of the offense; and

(2) On erring athletic associations:

Any violation of the provisions of this Act shall be punishable by a fine ranging
from one hundred thousand pesos (P100,000.00) to one million pesos
(P1,000,000.00) depending on the gravity of the offense.

The availment of remedies under this Act will not preclude the complainant
from seeking further recourse from the courts of law.

(g) Nothing in this section shall prevent any of the persons mentioned herein
from filing for a temporary restraining order or any other injunctive relief in
court if there is no other plain, speedy, and adequate remedy in the ordinary
course of law.
The 1987 Constitution of the Republic of the Philippines

ARTICLE XIV

EDUCATION, SCIENCE AND TECHNOLOGY, ARTS, CULTURE AND

SPORTS

Section 19. (1) The State shall promote physical education and encourage
sports programs, league competitions, and amateur sports, including training
for international competitions, to foster self-discipline, teamwork, and
excellence for the development of a healthy and alert citizenry.

(2) All educational institutions shall undertake regular sports activities

throughout the country in cooperation with athletic clubs and other sectors.

Presidential Decree No. 604, series of 1974

INTEGRATING NATIONWIDE YOUTH DEVELOPMENT, PHYSICAL

FITNESS AND AMATEUR SPORTS DEVELOPMENT PROGRAMS AND
CREATING FOR THIS PURPOSE THE DEPARTMENT OF YOUTH AND
SPORTS DEVELOPMENT, AND FOR OTHER PURPOSES.

WHEREAS, the government recognizes the need for the development of

youth as an integral part of the national development policy;

WHEREAS, there is an urgent need to further examine, clarify, and delineate

the areas where there should be increased participation of the youth;

WHEREAS, the government recognizes the vital role of physical fitness and
amateur sports programs in the development of a healthy and alert citizenry
for national progress;

WHEREAS, there is an urgent need to intensify a physical fitness and

recreation program for the population at all ages and at all levels of the
community in order to serve as a strong foundation for the inculcation of a
national discipline; and

WHEREAS, there is a recognized need to adopt an integrated approach in the

physical fitness and amateur sports programs involving all sectors of the
citizenry;

NOW, THEREFORE, I, FERDINAND E. MARCOS, President of the

Philippines, pursuant to the powers vested in me by the Constitution, do
hereby order and decree, as part of the law of the land, the creation and
establishment of the Department of Youth and Sports Development.
Section 1. Creation of a Department of Youth and Sports
Development. There is hereby created a Department of Youth and Sports
Development, hereinafter referred to as the Department, which shall, among
others, formulate and implement policies, plans, and programs on youth
development, physical fitness, and sports development.

Section 2. Authority and Responsibility. The authority and responsibility for

the exercise of the powers and the discharge of the functions of the
Department shall be vested in a Secretary of Youth and Sports Development,
hereinafter referred to as the Secretary. He shall be assisted by one
Undersecretary: Provided, however, That the Department may have more
than one Undersecretary, if necessary.

The primary responsibility, however, for youth activities in school shall remain
vested with the Department of Education; for Citizens Army Training, Reserve
Officers Training Corps, and Summer Cadres with the Department of National
Defense; for skills development for gainful employment with the Department
of Labor and the National Manpower and Youth Council; and for activities of
disadvantaged youth with the Department of Social Welfare.

Section 3. Functions. The Department shall be responsible for the following

functions:

1. Conduct basic and applied research on youth development;

2. Encourage, initiate, and establish youth organizations to promote and

develop youth activities open to persons eleven years and above, and
administer where necessary such newly established organizations, subject to
requirements of national security;

3. Coordinate with the Department of Education and Culture, the Department

of National Defense, the Department of Labor, the National Manpower and
Youth Council, and the Department of Social Welfare various allied youth
activities as mentioned in Section 2.

4. Establish, by mutual agreement and in continuing consultation with the

Department of National Defense, such guidelines as may permit community
service as an acceptable substitute for compulsory military service;

5. Establish, whenever necessary, summer camps and centers for youth

leadership and other youth activities;

6. Conduct promotion and fund raising campaigns, in accordance with existing

law, to achieve the purposes of the Department;

7. Plan and implement an integrated program of physical fitness and amateur

sports development for the country;

8. Adopt and enforce a uniform set of rules to determine and govern amateur
athletes and sports in the Philippines and for the accreditation or recognition
(or its withdrawal) and supervision of national sports associations; and
consistent with administrative due process, to govern the procedure to be
observed by the national sports associations in hearing and deciding cases
before them either on initial hearing or on appeal;

9. Develop and/or maintain recreational facilities, playgrounds, and sports

centers in strategic places in the country, and a modern sports complex
adequate for major international sports competitions;

10. Assist the proper government department or agency in the formulation of

an industry incentives program for the local manufacture of sporting goods
and equipment;

11. Administer the existing National College of Physical Education in

accordance with the regulations of the Department of Education and Culture;

12. Provide such incentives to deserving associations or athletes as may be

permissible under the rules of amateurism;

13. Issue rules and adopt measures as may be necessary for the attainment
of its objectives;

14. Delegate authority for the performance of any function to officers and
employees under its direction; and

15. Perform such other functions as may be directed by the President or

provided by law.

The Department may import sports equipment and materials as may be

required for the attainment of its objectives from its appropriations,
contributions, or other sources. Such importation may be partially or fully
exempt from customs duties, subject to conditions as may be imposed by the
Secretary of Finance.

Section 4. Department Proper. The Department shall have a Planning and

Financial Service and an Administrative Service.

The Planning and Financial Service shall, among others, be responsible for
providing the Department with economical, efficient, and effective services
relating to planning, programming, and project development and evaluation
and with staff advice and assistance on budgetary and financial matters.

The Administrative Service shall, among others, be responsible for providing

the Department with economical, efficient, and effective services relating to
personnel, legal assistance, information, records, supplies, equipment,
collections, disbursements, and custodial work.

Section 5. Bureau of Youth Development. There is hereby created a Bureau

of Youth Development, hereinafter referred to in this Section as the Bureau,
which shall be responsible for youth development research and for developing
and evaluating programs geared to the development of youth through self-
improvement, leisure time activities, disciplinary training, and involvement in
community affairs. The Bureau shall be headed by a Director.

The Bureau shall have the following divisions: a Research and Information
Division and a Program Development Division.

The Research and Information Division shall develop and evaluate basic and
applied research programs on the physical, mental, emotional, social, and
creative-aesthetic development of youth. It shall develop, initiate, and provide
support for the development and coordination of youth projects and shall
design strategies to gain support and cooperation of all institutions, public and
private, to the programs on youth development.

The Program Development Division shall develop and evaluate youth

programs which will be undertaken by the Department through its regional
offices. It shall also coordinate and harmonize its civic action program with the
various youth programs being undertaken by different government agencies.
It shall develop guidelines and standards governing the implementation of
youth development programs within the Department’s responsibilities.

Section 6. Bureau of Physical Fitness and Sports. There is created a Bureau

of Physical Fitness and Sports, hereinafter referred to in this Section as the
Bureau, which shall be responsible for providing guidelines and standards on
physical education and fitness, on the promotion and improvement of sports
among amateurs, and on the development and maintenance of playgrounds
and sports centers. It shall also develop a program on annual interscholastic
meets and provide guidelines for its implementation. The Bureau shall be
headed by a Director.

The Bureau shall have the following divisions: a Physical Fitness Programs
Division and an Amateur Sports Development Division.

The Physical Fitness Programs Division shall be responsible for the planning
of broad-based nationwide physical fitness, recreation, and health programs.

The Amateur Sports Development Division shall be responsible for

supervising and coordinating with the national sports associations, developing
and maintaining sports centers and facilities, and fund raising.

Section 8. Functions, Powers, and Duties of National Sports

Associations. The national sports associations shall have the following
functions, powers, and duties:

1. Adopt a Constitution and By-Laws for their internal organization and

government which shall be submitted to the Department and any amendment
thereto shall take effect upon approval by the Department: Provided, however,
That no team, school, club, organization, or entity shall be admitted as a
voting member of an association unless 60 per cent of the athletes composing
said team, school, club, organization, or entity are Filipino citizens;
2. Raise funds by donations, benefits, and other means for their purpose
subject to the approval of the Department;

3. Purchase, sell, lease, or otherwise encumber property, both real and

personal, for the accomplishment of their purpose;

4. Conduct local, interport, and international competitions, other than the

Olympic and Asian Games, for the promotion of their sport;

5. Affiliate with international or regional sports associations after due

consultation with the Department;

6. Decide all questions on the amateur status and discipline of their athletes
and members, including disputes between their members, subject to appeal to
the Department;

7. Adopt and implement a training program for the development of their

athletes and their preparation for international competition and defray the
expenses for the same;

8. Appoint their representative to the National Olympic Committee: Provided,

That their sport is included in the Olympic and Asian Games;

9. Select the athletes, coach, and other officials for their national teams taking
into consideration not only their athletic abilities but also their moral character,
subject to the approval of the National Olympic Committee in the cases of
teams for Olympic and Asian Games.

10. Keep accurate records of all official marks attained by the athletes in the
associations in all competitions, as well as all results of sport competitions,
recognize and ratify the same, and furnish copies thereof to the Department;

11. Render a semi-annual report regarding their finances and major activities
to the Department;

12. Qualify and license referees and umpires and other game officials who
shall officiate in competitions in their respective sports; and

13. Perform such other functions as may be provided by law.

Section 10. Functions, Powers, and Duties of the Regional Director. The

Regional Director shall supervise all activities of the Department on youth
development and physical fitness and coordinate amateur sports development
within his regional area of jurisdiction.

Specifically, the Regional Director shall perform the following functions,

among others:

1. Implement all the policies of the Department insofar as the region is

concerned;
2. Plan and implement a youth development program for the region;

3. Plan and implement a physical fitness and amateur sports development

program for the region in coordination with local government officials
specifically charged with the same task;

4. Coordinate and harmonize the activities of all organizations engaged in

youth development, physical fitness, and amateur sports development in the
region;

5. Administer such common properties of the Department as may exist in the

region and assist in the maintenance of existing sports facilities in the region;

6. Supervise the municipal/barrio/barangay programs on youth development

and physical fitness and coordinate amateur sports development;

7. Prepare an annual budget for the region and submit the same for approval
and funding of the Department;

8. Prepare and submit necessary reports to the Department; and

9. Perform such other functions as may be directed by the Department or

provided by law.
 CURRICULUM VITAE

Personal Information

NAME : Kyle Anthony S. Ariza

AGE : 18 years old

SEX : Male

ADDRESS : Suba, Samboan, Cebu

DATE OF BIRTH : January 05, 2002

PLACE OF BIRTH : Perpetual Succour Hospital Cebu City

CIVIL STATUS : Single

RELIGION : Roman Catholic

CITIZENSHIP : Filipino

CONTACT NUMBER : 09753271930

EMAIL ADDRESS : [email protected]

FAMILY BACKGROUND:

Parents:

Mother: Nanette S. Ariza Occupation: Housewife

Father: Mark Anthony F. Ariza Occupation: Surveyor

EDUCATIONAL BACKGROUND: Year Graduated

Elementary: Lide Learning Center Inc. April 2014

Isabel, Leyte

Grade 6 completer

Secondary: Junior High School March 2019

Holy Trinity College
San Roque, Ginatilan, Cebu
Honor student

Senior High School March 2020

Samboan National High School
Poblacion, Samboan, Cebu
High Honor student

WORK EXPERIENCE : ABM Immersion

JS Agri-Life Distributions Inc.
480 hours

TRAININGS AND SEMINARS ATTENDED:

1. Caravan on the Responsible Use of Social Media, Mental Health

Awareness and Drug Abuse Prevention
November 15, 2018 Participant
Imeldo Gamallo Sr. Multi-
purpose Building
Poblacion, Samboan, Cebu

2. Provincial Youth Leaders Academy

April 6 – 28, 2019 Participant
Cebu City

3. Six-Day District Roll-Out of E-SIP

September 21, 2019 Participant
Samboan Elementary School
 Samboan, Cebu, Philippines

4. Gender and Development cum General Orientation on Mental

Health Peer Support to District Federated SSG Presidents and
Teacher-Advisers
December 10 – 12, 2020 Participant
DepED Ecotech Center
Sudlon, Lahug, Cebu City.

5. Alcantara Youth Camp

December 15 – 16, 2020 Guest Speaker and Facilitator
Alcantara Big Dome
Alcantara, Cebu, Philippines

CURRICULUM VITAE

Personal Information

NAME : Christine Aguilar

AGE : 18 years old

SEX : Female

ADDRESS : Poblacion, Samboan, Cebu

DATE OF BIRTH : December 22, 2001

PLACE OF BIRTH : Poblacion, Samboan, Cebu

CIVIL STATUS : Single

RELIGION : Bible Baptist

CITIZENSHIP : Filipino

CONTACT NUMBER : 09475582808

EMAIL ADDRESS : [email protected]

FAMILY BACKGROUND:

Parents:

Mother: Donna Jill Aguilar Occupation: Housewife

Father: Ronilo Aratea Occupation: Driver

EDUCATIONAL BACKGROUND: Year Graduated

Elementary: Samboan Central School March 2014

Poblacion, Samboan, Cebu

Grade 6 completer

Secondary: Junior High School March 2019

Samboan National High School
Poblacion, Samboan, Cebu
Honor student

Senior High School March 2020

Samboan National High School
Poblacion, Samboan, Cebu
Honor student

WORK EXPERIENCE : First-Aid Immersion

Santander Rural Health Unit
480 hours

TRAININGS AND SEMINARS ATTENDED:

1. Caravan on the Responsible Use of Social Media, Mental Health

Awareness and Drug Abuse Prevention
November 15, 2018 Participant
Imeldo Gamallo Sr. Multi-
purpose Building
Poblacion, Samboan, Cebu
 CURRICULUM VITAE

Personal Information

NAME : John Michael Hiramis

AGE : 20 years old

SEX : Male

ADDRESS : Poblacion, Samboan, Cebu

DATE OF BIRTH : September 28, 1999

PLACE OF BIRTH : Poblacion, Samboan, Cebu

CIVIL STATUS : Single

RELIGION : Roman Catholic

CITIZENSHIP : Filipino
CONTACT NUMBER : 09678159273

EMAIL ADDRESS : [email protected]

FAMILY BACKGROUND:

Parents:

Mother: Carmelyn Hiramis Occupation: Housewife

EDUCATIONAL BACKGROUND: Year

Graduated

Elementary: Samboan Central School March 2014

Poblacion, Samboan, Cebu

Grade 6 completer

Secondary: Junior High School March 2019

Samboan National High School
Poblacion, Samboan, Cebu
Grade 10 completer

Senior High School March 2020

Samboan National High School
Poblacion, Samboan, Cebu
Grade 12 completer

WORK EXPERIENCE : First-Aid Immersion

Samboan Rural Health Unit
480 hours

TRAININGS AND SEMINARS ATTENDED:

1. Caravan on the Responsible Use of Social Media, Mental Health

Awareness and Drug Abuse Prevention
November 15, 2018 Participant
Imeldo Gamallo Sr. Multi-
purpose Building
Poblacion, Samboan, Cebu