Introduction

Todays collegiate sports have become a major form of entertainment and a multimillion peso industry. Member-institutions of the NCAA and the UAAP generate
revenues from television coverage, gate receipts, and advertisements. Recruitment of
players in mens basketball and womens volleyball has never been so competitive given
the unprecedented media attention and public demand. The formula is simple: great
players mean excellent chance of success; winning means higher revenue shares.
However, we often forget the fact that the primary protagonists (and villains) of
collegiate sports are the student athletes who are not paid to play. They are first and
foremost students who must meet academic eligibility to be able to play. Playing is a
consequential aspect of their existence in the university or college. They are student first;
next an athlete.
Playing in front of a national audience adds to the tremendous pressure they face
every day. When they don school colors, their classmates, schoolmates, faculty and staff,
and alumni expect them to win. But winning (or losing) is not the only concern that
preoccupies these athletes mind. There are home works, term papers, quizzes,
examination and other academic requirements to worry about. Despite these constant
challenges, a student athlete is expected to perform well on the court. Yet, there is a
stereotype of the jock as one who is more brawn than brain. Excellence is not expected of
them. Some schools even send the message that their athletic performance is more
important than their academic performance.
In a research conducted in 2008, the student athletes in an agricultural university
focused more on their studies than on athletics. This is because there was no TV
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coverage, no scholarship. Almost no pressure, it seems. However, almost seven out of

every ten student athletes are academically delinquent. In addition, they show the
characteristics of revenue-generating sports teams: high athletic commitment, high rate of
academic delinquency and high athletic identity.
Could student athletes achieve success in academics and sports all at the same time?
Thus, it is in this light that the researchers would like to conduct a study on the impacts
of varsity athletic participation on the academic performance of college students
specifically in Bulacan State University ( Bustos Campus).

Statement of the Problem

This study aims to determine the impacts of varsity athletic participation on the
academic performance of college students in Bulacan State University( Bustos Campus).
Specifically, it aims to answer the following questions:
1. What is the main reason of the student-athletes in participating in the varsity
2.
3.
4.
5.
6.
7.
8.

team?
Does participating in athletics have positive impacts to academic performance?
How athletic participation does positively affected their academic performance?
Does participating in athletics have negative impacts to academic performance?
How athletic participation does negatively affected their academic performance?
Does the duration of training have an impact on academic performance?
What other benefit has athletic participation given to you?
Has it brought any other disadvantages outside academic performance?

Scope and Limitations

This study was conducted to determine the impacts of varsity athletic participation on
the academic performance of college students in Bulacan

State University( Bustos

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Campus). This is limited to the college basketball and volleyball varsity players of
Bulacan State University ( Bustos Campus) on the 1st Semester of S.Y. 2015-2016.

Significance of the Study

This study will be beneficial to the following entities:
The researchers. Through this study, the researchers will gain knowledge and awareness
on how varsity athletic participation affects the academic performance of students.
The student-athletes of Bulacan State University (Bustos Campus). Through this
study, the student-athletes of Bulacan State University (Bustos Campus) will have an
awareness on how their varsity athletic participation affects their academic performance
if they have been affected more on positive or more on negative.
The non-student-athletes of Bulacan State University

(Bustos Campus). The

information given on this study will also be important to the non-student-athletes of

Bulacan State University ( Bustos Campus) because it will also give knowledge and
awareness to them on what are the impacts of having a varsity athletic participation on
academic performance.
The faculty of Bulacan State University ( Bustos Campus). Through this study, the
faculty of Bulacan State University ( Bustos Campus) will be aware on the impacts of
varsity athletic participation on academic performance of student-athletes that may
encourage them to do some further actions on helping those students on their academic
studies in Bulacan State University ( Bustos Campus)
End Note:

tthps://books.google.com.ph/books?id=ouX5FarGolC&pg=PA169&dq=the+effect+
of+varsity+athletic+participation+on+the+academic+perforemance+of+collage+stu
dents&source=bl&ots=vz77lU6exS&sig=NUxTXidHD8L3OBdjxnHcxa9Vg&hl=en&sa=X&ved=OahUKEwiYwlbZiJTKAhVhGgYKHaaSAP4Q6AElSz
AG#v=onepage&q=the%20effect%20of%20varsity%20athletic%20participation
%20on%20%academic%20performance%20of%20college%20students&f=false
www.departmentbucknell.edu/facultymeetings/Minutes/2005-2005/Athelete
Academic Performance.pdf
https://www.ncaa.org/sites/default/files/inseason outofseason academic perf.pdf

CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the related literature and studies that may have significant
learning in the present study.
FOREIGN LITERATURE AND STUDIES
Athletics have come to play a major role in the life of schools and universities today.
For several generations, athletics and education have been identified with each other, with
the result that sports culture has become embedded within academic culture on many
levels. Traditionally, participation in sports was said to help young people appreciate
teamwork, duty, sacrifice and dedication. Sports built character, and engendered the
values of good sportsmanship in them. As results of this tradition, a number of
researchers have argued that organized sports can play a beneficial role in the
development of people into educated and well-rounded students. But, on the other side,
there are also some that are experiencing a hard time in balancing their role in athletic
participation and academic studies.
Adler and Adler (1985) provided a contrasting viewpoint regarding the effect of
athletic participation on academic achievement at the college level. Adler and Adler
stated student-athletes educational and social experience at college was altered due to
athletic participation. Adler and Adlers study investigated the educational experience of
college student-athletes over a four-year period. They concluded the business aspect of
college athletics negatively impacted the quality of the student-athletes educational
experience. Peltier and Laden (1999) conclusions aligned with Adler and Adler (1985) as
the authors stated interscholastic and intercollegiate athletics subverted the academic
missions of schools. Petier and Laden stated the time requirements of practice,
competition, and training could affect academic achievement for student athletes and the

academic standards of the university. Peltier and Laden asserted there are academic
disadvantages for student athletes due to the time requirements of practicing, training,
and competing.
Some research stated that a school is responsible for addressing academic and athletic
imbalances in their studies. It found instances where academically ineligible studentathletes participated in sports, teachers were cajoled to change student-athletes grades,
and schools maintained poor student-athlete attendance records. It urged school boards
and superintendents to redefine the role of athletics in schools: academics first, sports
second.
Although there is controversy as to whether or not athletic participation enhances or
decreases academic achievement, there have been several studies and surveys that
provide evidence that athletic participation not only enhances academic achievement, but
can have positive effects in other areas. Previous research has shown that athletics can
increase self-esteem, social status, and future success in education. At-risk students and
students with academic problems have also been shown to perform better when involved
in athletics.
Research found that the nature of the impact of athletic participation influenced the
individuals' development. The development that occurs can contribute to an adolescents'
identity and show the importance of contributing as a member of the school community.
An important measure of social/psychological development, or self-concept, is selfesteem. Self-esteem is widely acknowledged to be a key factor in adolescent
development. Research on self-esteem has, for the most part, focused on individual
competence and interpersonal experiences as the basis of self-esteem. Results reveal that

self-esteem is directly influenced by how adequate people feel in those domains where
success is considered important. Those with high self-esteem feel very adequate in such
domains, whereas those who feel inadequate experience low self-esteem.
Research also has been conducted on the social psychological concomitants of
adolescents role identities as scholars and athletes. In another secondary analysis of data
from a national longitudinal survey of American high school students sponsored by the
U.S. Department of Education, Snyder and Spreitzer (1992) examined the attitudinal and
behavioral correlates of scholar-athletes, pure scholars, pure athletes, and non-scholar
non-athletes of the males in the sample. These researchers used data from the
questionnaire survey in the springs of the adolescents sophomore and senior years. The
results supported similar studies of school social structures where sports, academics, and
extracurricular activities were important dimensions of social stratification in school.
Activity participation, like athletics, was important when it came to the social rankings of
the students. There also was evidence of increased levels of self-esteem and a greater
internal locus of control among the scholar-athletes (Snyder &Spreitzer, 1992).
Student athletes interact with peers, work for the best interest of the team, and learn to
follow instructions of the team leader. This type of interaction may contribute to the
student athlete's development of self-identity (cited in Darling, Caldwell, & Smith at eI.,
Marsh & Kleitman, 2005). A student's identification and involvement with school sports
creates a social network for these student athletes that emphasizes the value of the school,
academics, and continuing their education after high school (Smith, 2008). Participation
in sports may also provide students with unique development opportunities that positively
impact the student's social self-concept. This may lead to a higher academic expectations

and therefore better academic outcomes for student athletes (Smith, 2008). Adolescent
students who do not have opportunities to identify with a particular group or who are
affiliated with delinquent social groups are more likely to suffer negative repercussions
including: dropout, suicide, substance abuse, or discipline problems (Smith, 2008).
Holloway (2002) reviewed literature that supports the notion that extracurricular
activities, such as athletics, enhance the academic mission of schools. From his literature
review, he concluded that athletic participation reduced the probability of school dropout
by approximately forty percent. Involvement in these activities appeared to support atrisk students by maintaining, enhancing, and strengthening the student school connection.
Holloway (2002) argued that educational decision makers should reexamine the practice
of not allowing students to participate in extracurricular activities to encourage harder
work in the classroom. He asserted that disallowing participation for this reason may
have a negative effect on the overall academic achievement of the students (Holloway,
2002).
Other research also found that participation in athletics is related to indicators of
healthy development. Youth sports are a form of exercise that has been responsible for
children acquiring health-related physical fitness, regardless of ethnicity, gender, or age.
It is generally accepted that regular exercise can reduce the risk of development of a
number of diseases and ameliorate symptoms.
Eppright, Sanfacon, Beck, and Bradley (1997) reviewed the literature on the
importance of athletics during childhood and adolescent development. These researchers
found that the literature supports the notion that sports participation is a necessary area of
study as a health issue and a preventative tool. They concluded that play and sports

(athletics) enhances the physical, mental, and social development of students during
childhood and adolescence. The researchers also stated that participating in athletics
encourages the development of leadership skills, self-esteem, muscle development and
overall physical health (Eppright et al., 1997,).
The role of sports can have different effects on social/psychological development.
Most students participate in team sports, in which youths compete with others to achieve
or obtain a certain goal. Working together and learning how to cooperate and interact
with others helps an adolescent develop socially. In addition, becoming socially accepted
by one's peers and teammates raises self-esteem and enables one to be more
psychologically competent. However, some sports have higher demands and may even
require a certain body type. If the student fails to meet these requirements, the youth will
become overly concerned with his/her body image or level of competence, which will
likely lower his/her self-esteem and may even cause depression. Thus, it is imperative for
an adolescent to find the "right" sport in order to reap from its benefits. If a youth does in
fact find his/her sport, the social/psychological development process becomes much
easier.

Reference:
Snyder and Spreiter 1992
https/books.google.com.ph/books?
id=XYFsCgAAQBAJ&pg=PA44&lpg=PA44&dq=athletes+snyder+and_spreitzer
+1992&source=bl&ots=25aGS7E9

B&sig=LshSBM4FtapYvKJbS_1L1uGZXdY&hl=en&sa=X&ved=0ahUKEwjVgaT_
k5TKAhUHIaYKHaS-DFcQ6AEINjAD#v=onepage&q=atheletes%20synder
%20and%20spreitzer%201992&f=false
Adler and Adler 1995
https://books.google.com.ph/books?
id=jCTe4Ybz0yQC&pg=PA25&dq=athletes+adler+and+adler+1995&source=
bl&ots=vcWVw168un&sig=rhgR51qt9NYHgqrkERMIMJ0VyE&hl=en&sa=X&ved=0ahUKEwiCqfz4kpTKAhVhrKYKHda9CJEQ6EllzAB#v
=onepage&q&f=fals
Beck and Bradley 1997
https://books.google.com.ph/books?
id=gKoKD2z8a1cC&pg=PA32&lpg=PA32&lpg=PA32&dq=athletes+Beck+and
+Bradley+1997&source=bl&ots=u2r0eVjtXD&sig=up25VjLlbNX1UYODhm13E
C24enQ&hl=en&sa=X&ved=0ahUKEwjKyp3alJTKAhVmMKYKHTBrCKsQ6AEIKja
C#v=onepage&q=ahteltes%20Beck%20and%BRadley%201997&f=false
Peltier and Laden 1999
https://www.mckendree.edu/academics/scholars/issue13/biancur.htm
Holloway 2002
http://www.goesucougars.com/coaches.aspx?rc=91
El Marsh and Klietman 2005
https://www.ncbi.nlm.nih.gov/pm,c/articles/PMC1343519/
Smith 2008
https://www.google.com.ph/url?
sa=t&q=esrc=s&source=web&ed1&cad=rja&uact=8&ved=0ahUKEwjYgbo1J
TKAhUCGqYKHSOLAMAQFggfMAA&url=https%3A%2F%2Fen.wikipedia.org

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%2Fwiki%2FLeigh_PSmith_(athelete)&usg=AFQjCNFafr7s4CTz3g846cRusZFjmt0yw&bym=by.110151844.d.dGo

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The Effect of Varsity Atheletic Participation on the Academic Performance of

College Students of Bulacan State University, Bustos Campus

A Research Paper
Presented to
Edwin Estrella Ph. D.
College of Education
Bulacan State University
Bustos Campus

In Partial Fulfillmrnt
of the Requirements
of Introduction to Research

By
Julie Ann Idago
Jeriamaja Mangahas
Mark Jeron Maggay
Jackielyn Ilano
Enrico Manahan

A.Y. 2016

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