Chapter 4

RESULTS AND DISCUSSION

            In reporting the results, the researcher stays close to the statistical findings without drawing broader implications or meaning from them. Further, this section includes summaries of the data rather than the raw data (e.g., the actual scores for individuals). A results section includes tables, figures, and detailed explanations about the statistical results.

The result of the study shows that among 85 respondents, 9 of them are from Grade 7, 12 respondents are from Grade 8, 10 respondents are from Grade 9, 9 respondents are from Grade 10, 26 are from Grade 11, and the remaining 19 respondents are from Grade 12. 37 respondents are playing Volleyball, 34 respondents are playing Basketball, 7 respondents are playing Frisbee, and the remaining 7 respondents are involved in Swimming, among the 85 respondents, 44 of them are female and the rest of 41 are male. 52 respondents states that they had a practice that last almost 1-4.5 hours per week, 10 respondents states that they had a practice that last almost 4.6-8.1 hours per week, 22 respondents states that they had a practice that last almost 8.2-11.7 hours per week, and the remaining 1 respondent states that he/she had a practice that last 15.4-19 hours per week. In GPA in conduct, 1 respondent has a failing (70 -74) grade, 3 respondents have a poor satisfactory (75 – 79) grade, 15 respondents have a fairly satisfactory (80 – 84) grade, 19 respondents have a satisfactory (85 – 89) grade, 32 respondents have a very satisfactory (90 – 94) grade and the remaining 15 respondents has an outstanding (95 – 99) grade. In GPA in conduct, 0 respondent got a failing (70 – 74) grade, 0 respondent got a poor satisfactory (75 – 79) grade, 1 respondent got a fairly satisfactory (80 – 84) grade, 2 respondents got a satisfactory (85 – 89) grade, 11 respondents got a very satisfactory (90 – 94) grade and the remaining 71 respondents got an outstanding (95 – 99) grade. This are presented in Table 4.

Table 4

Distribution of the Respondents in terms of their Demographic Profiles

Demographic		Frequency (n)
Grade level	Grade 12	19	22.40%
	Grade 11	26	30.60%
	Grade 10	9	10.60%
	Grade 9	10	11.80%
	Grade 8	12	14.10%
	Grade 7	9	10.60%
	Total	85	100%
Kinds of Sports	Volleyball	37	43.50%
	Basketball	34	40%
	Frisbee	7	8.20%
	Swimming	7	8.20%
	Total	85	100%
Gender	Female	44	51.80%
	Male	41	48.20%
	Total	85	100%
Hours of training (per week)	0	20	23.50%
	1-4.5	52	61.20%
	4.6-8.1	10	11.80%
	8.2-11.7	2	2.40%
	15.4-19	1	1%
	Total	85
GPA in Math	70-74	1	1.20%
	75-79	3	3.50%
	80-84	15	17.60%
	85-89	19	22.40%
	90-94	32	37.60%
	95-99	15	17.60%
	Total	85	100%
GPA in Conduct	70-74	0	0.00%
	75-79	0	0.00%
	80-84	1	1.20%
	85-89	2	2.40%
	90-94	11	12.90%
	95-99	71	84%
	Total	85	100%

The Extent of Sports Involvement of the Respondents

Table 5 presents the sports club members’ level of Sports Involvement. According to the results of the survey conducted on the respondents, the sports club members always enjoy sports activities with a mean of 4.51 and a standard deviation of .87.  Oftentimes, they participate in sport activities aside from P.E. class (M=4.26; SD=.99), believe that sport activities are important in their life as a student (M=4.22; SD=.94). and choose to participate in a sport that is indeed good for them (M=4.21; SD=.98). They often play even there’s no high-tech equipment (M= 4.09; SD=.88) and oftentimes need physical activity at least twice a week (M=4.04; SD=1.02), and as often, they just join the sports club for recreational purposes (M=3.87; SD=1.09). Oftentimes sports club’s members participated to control their weight (M=3.84; SD=1.24). They have enough time to participate in sport related activities often (M=3.38; SD=1.08). Sometimes, the respondents believe that winning the game is not important (M=3.38; SD=1.06) and can choose sport activities based on who are involve (M=3.18; SD=1.11). The sports club members prefer sport activities that focus on individual achievement rather than group achievement in sometimes (M=3.11; SD=1.15). and chose a sport based on a friend’s involvement sometimes (M=3.05; SD=1.18). The extent of sports involvement is above average (M=3.82; SD=1.05)

Table 5

Item No	Items	Mean	SD	Qualitative Descriptor
1	enjoy sports activities.	4.51	.87	Always
7	participate in sport activities aside from P.E. class	4.26	.99	Often
6	believe that sport activities are important in my life as a student	4.22	.94	Often
4	choose to participate in a sport that is indeed good for me.	4.21	.98	Often
13	play even there’s no high-tech equipment	4.09	.88	Often
3	need physical activity at least twice a week.	4.04	1.02	Often
12	join sports club for recreation purposes.	3.87	1.09	Often
8	participate in sport activities to help control my weight.	3.84	1.24	Often
11	have enough time to participate in sport-related activities.	3.84	1.08	Often
2	believe that winning the game is not important to me.	3.38	1.06	Sometimes
5	choose sport activities based on who are involved	3.18	1.11	Sometimes
10	prefer sport activities that focus on individual achievement rather than group achievement.	3.11	1.15	Sometimes
9	chose a sport based on a friend’s involvement.	3.05	1.18	Sometimes
	Extent of Sports Involvement	3.82	1.05	Above Average

Extent of Sports Involvement of the Respondents

 Studies show that participation in athletic activities is to encourage a wide range of social, physical, and intellectual skills, which leading better in classroom performance. In fact, there is fair quantity of proof to support this claim. As noted above, high school athletes on average perform better academically than non-athletes Solt, D.F. (2013).

Regular participation in sports activity can help students focus more and imperative for good health. Health benefits include decreased risks of chronic physical and mental conditions such as diabetes, cardiovascular disease and depression. Physical inactivity is, therefore, a public health priority (BMC public health, 2016).

The Extent of Respondents’ Sports Involvement based on their Hours of Training

            In this Figure 2 it represents that among 85 respondents, 20 of them say that they don’t have a training for the whole week, 52 of them say that they have a training last for 1 – 4.5 hours long for the whole week, 10 of them say that they have a training last for 4.6 – 8.1 hours long for the whole week, 2 of them say that they have a training last for 8.2 – 11.7 hours long for the whole week and the remaining 1 respondent say that he/she have a training last 15.4 – 19 hours long.

Figure 2: Distribution of the Sports Club Members by their Hours of Training per Week

            Training is extremely important for the athletes allows the body to gradually build up strength and endurance, improve skill levels and build motivation, ambition and confidence. It helps the athletes to exercise not only their physical but also their mind, for when you use more your body in recreational use the more it will exercise your brain and helps you release stress (sports medicine, 2016). In the study that has been conducted by survey have reported that up to 86% of athletes can identify some change in their training before the onset of the stress fracture. Other researchers have blamed training “errors” in a varying proportion of cases but do not adequately define these errors (Peter D. Brukner, Kim L. Bennell, 2018).

Sports Club Members’ Level of Behavior

The items, means, standard deviation and qualitative descriptors of the respondents’ behavior is presented in Table 6.

Table 2 presents the sport’s club members level of behavior. According to the results of the survey conducted on the respondents, oftentimes the sport’s club members respect their teachers with a mean 4.21 and standard deviation of .91 and like their classmates (M = 4.05; SD = 1.03). Oftentimes the sport’s club members have a good attitude toward their teachers (M = 4.16; SD = .88) and they have been told they perform well in school (M = 3.84; SD = 1.02). Even though the sport’s club members have practice they still do their requirements (M = 4.16; SD = 1.00) and exerts efforts in everything they do oftentimes (M = 4.06; SD = .98). Also, oftentimes they have strong focus on their studies (M = 4.02; SD = .98) and can manage their daily schedule (M = 3.85; SD = 1.03). The sport’s club members felt good being in classroom oftentimes (M = 3.64; SD = 1.03). In sometimes they miss their class when they are tired (M = 3.20; SD = 1.29) and come to school late (M = 3.20; SD = 1.33).  The level of behavior of the sport’s club members is above average (M = 3.80; SD = 1.04).

Table 6

Item No	Items	Mean	SD	Qualitative Descriptor
4	respect my teachers.	4.21	.91	Often
5	have good attitude according to my teachers.	4.16	.88	Often
8	do my requirements even if I have practice in my chosen sports.	4.16	1.00	Often
11	exert efforts in everything I do.	4.06	.98	Often
3	like my classmates.	4.05	1.03	Often
1	have strong focus in my studies.	4.02	.98	Often
10	can manage my daily schedule.	3.85	1.03	Often
6	have been told that I perform well in school.	3.84	1.02	Often
2	felt good being in the classroom.	3.64	1.03	Often
9	do not come to school late.	3.20	1.33	Sometimes
7	miss my class when I’m tired.	2.58	1.29	Sometimes
	Behavior of Students	3.80	1.04	Above Average

Sports Club Members’ Level of Behavior

Sports club is where athletes being gathered and trained. It promotes pro-physical fitness. Student will engage in different forms of physical activity on a regular basis, resulting in health enhancement. The study has researched about how athletes persevere and act towards physical education. In the result has been shown that Despite the strength of the cognitive component (cognitive scores were highest), the actual participation in out of school sports activities was insufficient (low values of behavioral scores). SSC members have more positive attitudes towards physical education and sport than their non-SSC counterparts (Rajmund Tomik, 2016).

Good sport conduct to athletes is important because it determines their behavioral act. And Sportsperson ship occurs when athletes show respect and concern to opponents, teammates, coaches, and officials. In other words, coaches should teach their athletes to “treat others, as you would like to be treated” (Waldron, 2017).

Sports Club Members’ Level of Conduct Grade

Table 7 presents the sport’s club members conduct grade. According to the results of the survey conducted on the respondents, it shows that 83.5 % of the respondent with a frequency of 71 has an outstanding (95-99) grade. 12.9 % of the respondents with a frequency of 11 has a very satisfactory (90-94) grade. 2.4 % of the respondents with a frequency of 2 has a satisfactory grade in Conduct (85-89). 1.2 % of the respondents with a frequency of 1 has fairly satisfactory (80-84) grade. In the survey conducted on the respondents corresponding to their conduct grades. There was none of the respondents who got a failing grade (70-74) and poor satisfactory grade (75-79).

Table 7

Score	Frequency	Percent	Valid Percent	Qualitative Descriptor
70-74	0	0	0	Failing
75-79	0	0	0	Poor Satisfactory
80-84	1	1.2	1.2	Fairly Satisfactory
85-89	2	2.4	2.4	Satisfactory
90-94	11	12.9	12.9	Very Satisfactory
95-99	71	83.5	83.5	Outstanding

Sports Club Members’ Level of Conduct Grade

Good sport conduct to athletes is important because it determines their behavioral act. And Sportsperson ship occurs when athletes show respect and concern to opponents, teammates, coaches, and officials. In other words, coaches should teach their athletes to “treat others, as you would like to be treated (Waldron, 2017). Code of Conduct seeks to establish standards of behavior to ensure that the Club’s operations and activities are conducted with discipline, collegiality and integrity. Sports club ensures to consider the conduct grade of the athletes to ensure that they not only develop and built their physical strength but to develop a good character and test their perseverance in playing sport. The Code of Conduct also seeks to deter all conduct that could damage the Club by impairing public confidence in the honest and orderly conduct of the Club’s operations (Club united,2019).

Sports Club Members’ Level of Mathematics Grade

            Table 8 presents the sport’s club members mathematics grade. According to the results of the survey conducted on the respondents, it shows that 17.6 % of the respondents with a frequency of 15 has an outstanding (95-99) grade. 37.6 % with a frequency of 32 has a very satisfactory (90-94) grade. 22.4 % of the respondents with a frequency of 19 has a satisfactory (85-89) grade. 17.6 % of the respondents with the frequency of 15 has a fairly satisfactory (80-84) grade. 3.5 % of the respondents with the frequency of 3 has a poor satisfactory (75-79) grade. and lastly 1.2 % of the respondents that has a frequency of 1 has a failing (70-74) grade.

Table 8

Score	Frequency	Percent	Valid Percent	Qualitative Descriptor
70-74	1	1.2	1.2	Failing
75-79	3	3.5	3.5	Poor Satisfactory
80-84	15	17.6	17.6	Fairly Satisfactory
85-89	19	22.4	22.4	Satisfactory
90-94	32	37.6	37.6	Very Satisfactory
95-99	15	17.6	17.6	Outstanding

Sports Club Members’ Level of Mathematics Grade

One research study found that the more time a student spent playing a sport, the better they understood the classroom and homework material. Vigorous exercise improves blood flow to the brain, thereby improving alertness and intellectual functions, such as thinking and learning, decision-making and processing information. Compared to sedentary students, physically active students are 20 percent more likely to earn top marks in math, science and English. Moreover, high school student athletes are more likely to attend college and earn a degree than their counterparts (Lopez, 2019). A university study carried out on about 5,000 children and adolescents, which found links between exercise and exam success in English, mathematics and science and discovered an increase in performance for every extra 17 minutes boys exercised, and 12 minutes for girls (Rogueiro, 2019).

Influence of Sports Involvement on Students’ Behavior as an athlete, Conduct Grades and Mathematics’ Grades

            Table 9 shows that only one variable from the three dependent variables has significant influence by the independent variable. Sports Involvement has a significant influence to Behavior (r = .687, p = .000, sig. = .01) and has no significant influence to Conduct grades (r = .147, p = .178, sig. = .01) and to Mathematics grades (r = .049, p = .653, sig. = .01).

            Furthermore, the results imply the acceptance of the hypothesis that Sports Involvement has no significant influence on Conduct grades and Mathematics grades. In contrast, the practice of Students Sports Involvement rejected that there is no significant difference in terms of behavior.

Table 9          

	r	pvalue	Verbal Interpretation
Sports Involvement
Behavior	.687	.000	Significant
Conduct Grades	.147	.178	Not Significant
Mathematics Grades	.049	.653	Not Significant

Correlation of Sports Involvement to Behavior, Conduct Grade and Mathematics Grade

Studies are recognizing the positives behavior of athletic involvement, such as increased in time management, satisfaction with school, and acknowledged that the positive outcomes may outweigh negative outcomes (Fernandez, 2015). School is a house of all learning, which mainly focuses on studying Science and Mathematics. The students were motivated to prioritize their studies than participating in sports (Uyan & Dumaran, 2017).

 Differences on Behaviors, Conduct Grades, and Mathematics Grades when Moderators are Considered:

a). Grade Level

            The table 10 present the differences among the behaviors, conduct grades, and mathematics grades of the respondents by their grade level. As presented in the table, there is no significant difference on the behavior (Sig.=.051), conduct grades (Sig.=.145), and mathematics grades (Sig.=.291) of the respondents in terms of their grade level.

            This implies that the hypothesis of the study is accepted that there are no significant differences among behavior, conduct grades, and mathematics grades considering the grade level.

Table 10

Difference among Behaviors, Conduct grades, and Mathematics grades by their Grade Level

	Grade Level	N	Mean Rank	Sig. (0.01)	Interpretation
Behavior	Grade 7	9	58.50	.051	No Significant Difference
Grade 8	12	45.79
Grade 9	10	53.35
Grade 10	9	49.67
Grade 11	26	32.83
Grade 12	19	39.21
Conduct Grades	Grade 7	9	45.44	.145	No Significant Difference
Grade 8	12	32.38
Grade 9	10	50.00
Grade 10	9	40.89
Grade 11	26	43.13
Grade 12	19	45.68
Mathematics Grades	Grade 7	9	31.78	.291	No Significant Difference
Grade 8	12	44.04
Grade 9	10	45.80
Grade 10	9	57.39
Grade 11	26	43.58
Grade 12	19	38.58

Correlation analysis indicated that some problematic behaviors were not related to GPA and some problematic behavior were weakly, negatively but significantly related to students’ GPA. Moreover, high academic achievement was negatively but weakly related to a number of problematic behaviors (Li, 2015). Different kids with different levels of preparation come into a math class. Some of these kids have parents who have drilled them on math from a young age, while others never had that kind of parental input (Kimbal,2013). Reports of problematic behaviors are on the rise nationally, not only in the classroom but in society at large (Kowalski, 2015).

b). Gender

            The table 11 presents the difference of the mean and standard deviation of male and female. The mean of respondents’ behavior for male (M = 3.70, SD = .71, α =0.171) and female (M = 3.89, SD = .54, α =0.171) has a gap of 0.19. The mean of respondents’ conduct grades for male (M = 5.78, SD = .52, α =0.90) and female (M = 5.80, SD = .55, α =0.90) has a gap of 0.02. The mean of respondents’ mathematics grades for male (M = 4.37, SD = .1.21, α =0.53) and female (M = 4.52, SD = .1.08, α =0.53) has a gap of 0.15. It shows that there is no significant differences of the extent of the respondents behavior, conduct grades, and mathematics grades when gender is considered.

Table 11

The difference of the mean and standard deviation of male and female

	Gender	mean	Standard Deviation	t – value	Sig. (0.01)	Interpretation
Behavior	Female	3.89	.54	1.38	0.171	No Significant Difference
Male	3.70	.71
Conduct Grades	Female	5.80	.55	.13	0.90	No Significant Difference
Male	5.78	.52
Mathematics Grades	Female	4.52	1.08	.63	.53	No Significant Difference
Male	4.37	1.21

 A few others have found small differences, with boys slightly better at math and girls slightly better at reading and literature. Still other studies have found the differences not only are small but have been getting smaller in recent years compared to earlier studies. Collectively the findings about cognitive abilities are virtually “non-findings,” and it is worth asking why gender differences have therefore been studied and discussed so much for so many years (Hyde, 2015). On the other hand, according to Juma (2018) that there were no gender differences in the academic performance of the returnee students. A study reported that both boys and girls who were returnee students performed to the same level on returning to school.

c). Kind of Sports

            The table 12 present the differences among the behavior, conduct grades, and mathematics grades of the respondents by their kind of sports. As presented in the table, there is no significant difference on the behavior (Sig.=.989), conduct grades (Sig.=.402), and mathematics grades (Sig.=.402) of the respondents in terms of their grade level.

            This implies that the hypothesis of the study is accepted that there are no significant differences among behavior, conduct grades, and mathematics grades considering kind of sports.

Table 12

Difference among the Behavior, Conduct grades, and Mathematics grades by their Kind of Sports

	Kind of Sports	N	Sig. (0.01)	Interpretation
Behavior	Volleyball	37	.989	No Significant Difference
Basketball	34
Frisbee	7
Swimming	7
Conduct Grades	Volleyball	37	.402	No Significant Difference
Basketball	34
Frisbee	7
Swimming	7
Mathematics Grades	Volleyball	37	.334	No Significant Difference
Basketball	34
Frisbee	7
Swimming	7

  Players may know that certain behaviors are literally against the rules but are at the same time appreciated as a sign of doing whatever it takes to win.  Performance-enhancing drugs are not allowed in most sports, but athletes assume they will improve their performance, which helps their team win and keeps fans happy (Peterson,2018).  Some athletes experience difficulty balancing the responsibilities of their sport with the responsibilities of their academics, many student athletes actually find that the high degree of organization required to accomplish both leads them to be highly successful in both areas (Bernstein, 2015).

Wellness in Sports Club Participation

                The sports club members perceived that even though the respondents were all from the sports club and membered in a sport team. There were still some them who find the sports not helpful to their academic performance and to their lifestyle still, most of their feedback about the wellness of participating in the sports are positive stating that sports have significant importance

            Below are some of the feedbacks of the respondents who answered yes, no and some of the undecided answers on whether participating in sports help them be a better person and help them in their perfomance in class.

Yes it does because it motivates me to achieve good grades while believing my other responsibilities.(respondent 7)

Yes, because it helps me relieve stress to focus on my studies more. (respondent 39)

Nope. I do not really train much since I need more time for my studies. And I think if I train, I get too tired and made me to not do my requiremnts well. (respondent 70)

Depends if you enjoy being in sports club and if makes you more active. (respondent 40)

            The feedbacks of the respondents really shows that despite all of them being involve in sports. There are still some of them who find it not helpful in their studies and has impact in their life but majorty of them find it helpful  

 The summary of the feedbacks of the respondents regarding if sports club really helped

them to be a better person and to their studies were presented in the table below.

Table 13.

Feedbacks	Frequency	percent
Yes
Yes, it helps me to become a better person	37	42.12
Yes, it helps me perform well in class.	18	21.95
Yes.	19	23.17
No
No, it did’nt help me at all	2	2.43
No, it just drain’s my energy	2	2.43
undecided
It depends.	3	3.65
I dont think  so.	1	1.21

Summary of feedbacks in Wellness of Sports’ Participation

Playing sports, you’re able to decrease stress levels; any physical activity or exercise produces chemicals in the brain that act as natural painkillers, and this improves the ability to sleep, which in turn reduces stress. (Kat, V, 2017) Looking at the performance of students in grades 9 to 12 showed that more than 97% of student athletes graduated high school, 10% higher than those students who had never participated in sports. Athletes were also shown to have better G.P.A. outcomes than non-athletes. (Maslen, P. 2015)

Suggestions and Insights regarding the Sports Club

            On the questionnaire that the researchers have given to the respondents. It provided a bonus question for them to share their suggestions about the sports club here in Adventist University of the Philippines Academy.

            Below are some of the feedbacks of the respondents regarding about their insights on the sports here on AUPA.

I would like to share or request that the equipment should be upgraded for better improvement involving many sports. (respondent 7)

Better venue for us to train, more time for us to train, and funds when we have friendly games. (respondent 52)

They must ensure different varieties of sports event. (respondent 77)

You are welcome! I just want to say that I wish AUPA volleyball team had hard trainings to improve our volleyball skills. Also, I wish we had more area meets and tune ups with other schools. (respondent 11)

The other teachers should be well informed about a particular sport so that they will not giving wrong rules and to make the game playable to every academy student. (respondent 77)

 The summary of the feedbacks of the respondents regarding to their insights about sports club in AUPA were presented in the table below.

Table 14. Summary of feedbacks for Sports’ Club’s Improvement

feedbacks	frequency	percentage
Equipement and venue
New  and good quality equipement	6	19.4
Better venue	5	16.1
Tournament and sports activities
Tournament with different schools	7	22.5
Provide more activities	7	22.5
Training and coaches
More hours of training	3	9.6
teachers and coaches must focus on the students’ potential	3	9.6

According to (Nelson, MC. 2018), developing an individual’s complete ability cannot be accomplished without the tournament experience. Tournament competition is an opportunity to take your months or years of training and put it to the test. Competition tests your physical fitness, your technique, your stamina, your timing, your mental strength, and your determination in ways our regular training doesn’t (Mack, 2017).

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