Title:

THE IMPACT OF SPORTS TRAINING PROGRAMS ON THE ACADEMIC PERFORMANCE OF SENIOR HIGH SCHOOL
STUDENT-ATHLETES

Introduction:
Sports training program is a process intended to improve athletic performance by means of
developing both the physical and mental conditions of the athletes. However, sports training can
have an opposite and detrimental effect to that intended. A positive result would be an
improvement of physical fitness while negative result would be an increase in fatigue. Training
allows the body to gradually build strength and endurance, and improves the skill levels, and
boost confidence. It also allows athletes to gain more knowledge of their sport as well as
enabling them to learn about the importance of having a healthy mind and body. Many athletes
benefit from incorporating a combination of resistance exercise, plyometric or neuromuscular
training, speed, and agility, and/or concurrent trainings. One can maximize athletic performance
by managing hydration, getting proper sleep, taking the right supplements, switching up workout
routine, and looking after one’s mental health. This research tries to find out and solve the
problems of a student-athletes in terms of academic performance.
Background and Context
Engaging in physical activities is vital for every student’s educational progress. Many
sports contribute to student’s well- being and have impact on educational achievement and
grades. Sports play a vital role in student’s life. Playing sports on a regular basis can reduce the
risks of obesity, anxiety disorders, low self-esteem and bullying among adolescents, and it can
help them live a more active and healthy life as adults. Although there are many benefits to being
involved in athletics like developing personal traits such as teamwork, perseverance,
responsibility, physical endurance, commitment, time management, personal and emotional
health, these athletes are also prone to experience enormous amount of stress due to the nature of
the roles that they play. Being a student, one must deal with the demands of academics, attending
regular class hours, studying for tests, submitting projects, and working together with their
groupmates on certain tasks.
It was observed that there are many challenges experienced by student-athletes. They have
a harder time focusing on their academics and worry about keeping their grades up. Stress during
examination week also makes athletes more likely to become injured or ill. Such negative effects
can cause an athlete to have anxiety or depression. Athletes face a unique set of mental health
challenges, as they are often under a great deal of pressure to perform at a high level and
maintain their physical health. In addition, the demands of training and competition can take a
toll on their mental health and well-being. Some additional factors affecting a student-athlete
performance are student’s environment, family status, and new teaching methods. The student’s
situation at home is a greater factor than ever before now that the students are spending more
time at home and often learning remotely.
Significance of the Study:
The study aims to determine how participation in athletics affects the academic
achievement of Ormoc City Regional Sports Academy student-athletes. This paper is to examine
the effects of the involvement in athletics at Ormoc City Regional Sports Academy. The survey
will be conducted in the attempt to determine the positive and negative impacts of involvement
in athletics from the view of the student athlete. For the most part, results of the survey might
agree with the scholarly research cited by the researcher. Research indicates that there is a
positive correlation between satisfaction with academic support services and confidence in career
direction and identification of life skills (Burns et al, 2013). At Ormoc City Regional Sports
Academy, there is a team of professional coaches who are specifically employed to assist student
athletes in Ormoc Local Government Unit, Ormoc City, Leyte. Along with their expertise, these
people provide workshops, competition events for making student-athletes more prepared for life
skills and better career path. Although not all the student-athletes attended the different
workshops, still they found that the training programs and services will help them attain their
goals both in sports and academics. This great participation may motivate and influences more
students in the coming years.
Research Objectives:
The purpose of this research is to examine the impact of an effective training sports
program as an important factor in sports training to enhance athletic performance and
involvement of student-athletes in the senior high school level. This paper seeks to determine if
participation in senior high school athletics is beneficial to a person or if its disadvantages
outweigh the advantages that may hider his/her educational advancement.
The following questions are as follows:
1.How many hours a day does an athlete train?
2. How does sport influence athletes’ academic performance?
3. Are student-athletes provided adequate academic support systems?
4. What is the impact to the academic performance of being a student-athlete?
5. What is the relationship between athletic participation and academic performance?
This study will report the hypotheses and findings. The following details the hypotheses
for the independent variables of training sports program to be administered by the school and the
support systems extended by the school, Department of Education, and Local Government Unit
in Ormoc City.
1. Student-athletes will have a higher academic performance with sports training programs given.
2. Not all categories in sports who undergo trainings can have a fair academic performance.
3. Some factors may hinder the academic performance of the student-athlete.
4. There might be no greater impact on the sports training program on the academic performance
of senior high school student-athletes.
Methodology:
This study involved a total of 50 out of 50 (100%) identified athletes from senior high
school students in Ormoc City Regional Sports Academy. The study’s respondents are delimited
to those who are consented by their guardians to participate and those who are active in the
academic field as stipulated in the school policy to balance their sports activities and academics
as well. Data gathered are interpreted regardless of age, gender, economic status, and other
demographic factors.
Research is conducted through a fifteen-question survey and fifty copies were distributed
to the student-athletes on the campus of Ormoc City Regional Sports Academy in Ormoc City,
Leyte. Survey questionnaires were distributed randomly to the students under different sports
category. There are eighteen for Taekwondo athletes, ten student-athletes for sepak takraw, eight
athletes in Arnis, five for volleyball athletes, five for basketball athletes, two for athletics, and
two for dance sports. All participants are asked to consider and spare a ten -minute time to
complete the survey. This was done after the first quarter periodical examination of the school
year 2023-2024. The first two questionnaires are more on demography, an inquiry about gender
and education status. The thirteen questions that follow were about the effects of participation in
senior high school athletics and used some variety of the Likert scale to determine the
constituent’s responses. The first question establishes if time management skills affected by
participant’s involvement in athletics. Next questions are comparing the amount of time that
athletes devote to athletic commitments and academics. Other questions seek to determine
athlete’s beliefs about their grades without involvement in athletics and not, thus made a
comparison. Further, there are three questions which pertain to the academic support and
services utilized by athletes given by the school, the Local Government Unit, and Department of
Education. These questions seek to determine if the services are helpful to the athletes and
geared towards positive impacts on athlete’s well-being, life skills, and career direction. Then,
the next question focuses on the student’s motivation to attend classes and if attendance has an
impact by involvement in athletics. The following three questions focus on the impact on athletic
involvement on the individual’s life, easier college transition, and participation in athletics is
irreplaceable. The next question is about requesting the student -athlete to state their current
grade point average. The final question pertains to the graduation requirements and wishes to
grasp if involvement in sports with NCAA regulations on credit totals for eligibility will
motivate a student-athlete to pursue his/her studies and persistent in the desire towards academic
success.
This study specifies the use of the simplest model of time management. Applying the examples
in the quadrants in figure 1 and 2, the summary of data is as follows.
PART II
Table 1. Frequency distribution and percentage of respondent’s priorities according to the ABC-
Eisenhower Principle.
Particulars Importan Unimportant Urgent Not/Urgent
t
1. Attending classes of basic core 27 3 14 6
subjects like Math, English, Science,
Filipino, Social Studies, and the like
2. Attending practice/training every day 38 6 6 0
during designated hours
3. Doing daily assignments and submit 30 13 5 2
them on or before the deadlines
4. Exercising or working out every day 45 3 2 0
for maintaining physical fitness
5. Studying for quizzes and major 28 12 8 2
examinations
6. Attending duly scheduled sports 39 8 2 1
team-building activities
7. Getting 8-10 hours of sleep every 30 10 4 6
day
8. Attending lectures and discussions of 38 11 1 0
strategy related to the chosen sport
9. Participating in the subject-related 39 7 3 1
co-curricular activities dictated by
the subject teacher/s
10. Attending to relevant activities on 28 12 8 2
the field, floor, and the like that are
dictated by the coach
11. Participating in other extracurricular 33 15 2 0
 activities that help them earn points
for the core subject areas
12. Attending the school's strength and 34 11 4 1
conditioning programs for student-
athletes
13. Attending remediation or 25 17 7 1
enhancement programs in school to
boost academic performance
14. Attending required sports camps, 26 15 7 2
clinics, or workshops
15. Create projects as requirements of 25 16 8 1
the core subjects and submits them
on or before the deadlines
16. Participating in legal sports 30 11 6 3
competitions in and out of the
institution
MEAN SCORES 32.81 10 5.44 1.75
Percentage by Mean Scores 65.62 20 10.88 3.5
Mean (Important and Urgent):67.16% Mean (Unimportant Urgent): 32.84%

There are sixteen activities that student-athletes are required to do according to cross-referenced
studies (Chuan et.al.2012; Gaston Gyles,2004; Tower,2008; Trudeau & Shephard,2008). A
careful mix of core-related subjects (predictors of academic performance) and athlete activities
(predictors of athletic participation) should be performed every student-athlete if holistic
development is the goal. Table 1 summarized the data of 50 respondents when asked to do the
Eisenhower matrix, 85% of them consider the sixteen activities to important and 15% of them
consider the activities urgent or 15% of the total number of respondents consider the activities to
be both important and urgent hence, they believe that these should be done immediately and
personally. On the other hand, the other of the total respondents consider these activities to be
dropped or deleted. The table also suggests that more student-athletes have been balancing their
activities to maintain their academic performances and athletic participation than those who do
not.
Allocation of Time Per Activity
In the daily 24 hours of the student-athletes life, the following summary of data shows the
allocation of time the student-athletes have for the identified related activities.
Table 2. Frequency Distribution and Percentage of Respondent’s Allocation of Time Per
Activity in a 24hr Period
Activity Allocation No. of Hours Frequency Percentage%
Core Subjects Formal Instruction 6-8 hours 50 100
in School 8 hours 0 0
8-9 hours 0 0
Sports Training, Physical 3 hours 16 32
Fitness, Sports Lecture, and 2 hours 18 36
Discussion 1 hour 16 32
Core Subjects Assignment 3 hours or more 40 80
Compliance 2 hours 6 12
1 hour 4 8

Sleep and Others (family time, More than 6 hours 29 58

socialization, etc.) 5-6 10 20
Less than 5 hours 11 22

General Average of Student-Athletes

The student’s general average in the concurrent grading period is the measure of academic
performance. The following table summarizes the data.

Table 3. Frequency Distribution and Percentage of Respondent According to General Average

for the Concurrent Grading Period
Grade Frequency Percentage (%)
95-99 4 08
90-94 10 20
85-89 27 54
80-84 7 14
75-79 2 04
Mean (General Average): 89.24

Results and Discussion

Many different conclusions may be drawn between the literature and the survey results
that will be found on the campus of Ormoc City Regional Sports Academy. The expected
outcomes may vary from the different set of students involving in varied sports offered in the
school. In terms of gender, there are more male student-athletes than females, more grade 12
students than grade 11 senior high school students, more students will agree that athletics
improves their time management skills. In addition, the approximate time spend per week in each
athlete varies from the kind of training programs and their availability to participate in the
training. On the contrary, these athletes would spend lesser time devoting to their studies in
performing homework and other related academic tasks. This results a negative impact on their
scores and grades. When ask to give decisions on quitting or continuing sports, probably these
students would answer “continue”, and will promise that their athletics involvement will not
bother and would not change everything. They would continue their athletic ambitions no matter
the circumstances. The impact of athletics in their lives can be defined as “best choice of their
lives”. Therefore, overall scores can be defined as “athletics training programs can give a
positive impact to the academic performance of the student-athletes in senior high school”.
Conclusion and Recommendations
The present investigation showed that while several factors concerning the demographic
profile of the student-athletes may interplay in the relationships of athletic participation, time
management, and academic performance, this study also confirmed that the time management
method used by the student-athletes in the amount of time they allotted for themselves to do the
identified basic student-athlete’s activities are significantly affecting the academic performance
in a certain level.
Activities like attending classes of basic core subjects like Math, English, Science, Filipino,
Social Studies and the like; attending practice/training everyday during designated hour; doing
daily assignments and submit them on or before the deadline; exercising or working out
everyday for maintaining physical fitness, studying for quizzes, and major examination;
attending duly scheduled sports team building activities; getting 8 -10 hours of sleep every day;
attending lectures and discussions of strategy-related to the chosen sports; participating in the
subject-related co-curricular activities dictated by the subject teacher/s; attending to relevant
activities to the field, floor and the like that is dictated by the coach; participating in extra-
curricular activities them to earn points for the core subject area; attending in the school’s
strength and conditioning program for student-athlete; attending to remediation or enhancement
program in schools to both academic performance; attending in the required sports camp, clinic,
or workshop; creating project as requirement of the core subjects and submit them on or before
the deadline; and, participating in legal sports competition in and out of the institution are
activities that are both important and urgent with majority of the student-athlete participant.
Furthermore, more than half of these participants spend six to eight hours every day
studying core subjects via formal education; three hours of sports training, physical fitness;
sports lecture, and discussion activities; three hours or more complying with core subjects’
assignment; and social life and sleep for five to six hours such that the compliance of assignment
may take up to seven hours per day.
 The correlation between the three variables athletic participation, time management, and
academic performance are of high positive correlation which means that when these student-
athletes manage their time wisely, they can have higher academic success. It can also be gleaned
that while one of these increases the rest also increase, e.g. when athletic participation intensifies,
the more they should manage their time wisely to balance academic and extra-curricular success
rates.
Therefore, the result of the study will guide the school administration, staff, and teachers
to give utmost importance to promoting time on task not only for student – athlete but for the
whole student population.
The parents or guardian including the community can also be part of maximizing the
potential of these young spirits by encouraging them to not only focus on what they can do to
make themselves better.
Further, related studies may also be conducted using demographic as factors that could
provide significant differences in the academic performance of student-athletes.

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