Effects of Sports Participation on Academic Performance

in Adolescents

Moses Nguri 11
American Journal of Recreation and Sports
ISSN 2789-7046 (Online)
Vol.3, Issue 1, pp 12 – 23, 2024 www.ajpojournals.org

Effects of Sports Participation on Academic Performance in

Adolescents

Moses Nguri
Amboseli Institute of Hospitality and Technology

Article history
Submitted 20.02.2024 Revised Version Received 21.03.2024 Accepted 26.04.2024

Abstract
Purpose: The aim of the study was to assess academic performance can vary depending
the effects of sports participation on on factors such as the type of sport, level of
academic performance in adolescents. competition, and individual characteristics of
Methodology: This study adopted a desk the student. Overall, while sports
methodology. A desk study research design is participation can offer various benefits for
commonly known as secondary data adolescents, striking a balance between
collection. This is basically collecting data athletic and academic pursuits is crucial for
from existing resources preferably because of maximizing overall development and
its low cost advantage as compared to a field success.
research. Our current study looked into Implications to Theory, Practice and
already published studies and reports as the Policy: Self-determination theory, social
data was easily accessed through online learning theory and achievement goal theory
journals and libraries. may be used to anchor future studies on
Findings: The study indicate a positive assessing effects of sports participation on
correlation between sports involvement and academic performance in adolescents.
academic achievement, others highlight Educators and school administrators should
potential drawbacks such as time constraints prioritize the integration of physical activity
and fatigue. Sports participation has been and sports programs within school curricula
associated with improved cognitive function, to support academic success. Policymakers
time management skills, and self-discipline, should recognize the importance of sports
which can positively impact academic participation in promoting holistic youth
performance. However, excessive development and academic success.
commitment to sports may lead to neglect of Keywords: Sports Participation, Academic
academic responsibilities and increased Performance, Adolescents
stress. Furthermore, the influence of sports on

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American Journal of Recreation and Sports
ISSN 2789-7046 (Online)
Vol.3, Issue 1, pp 12 – 23, 2024 www.ajpojournals.org

INTRODUCTION
Participation in sports among adolescents has long been a topic of interest due to its potential
effects on academic performance. In developed economies such as the United States, academic
performance is often measured through standardized tests like the SAT or ACT and grade point
averages (GPAs). According to recent data, the average SAT score in the United States has been
relatively stable over the past five years, with a slight increase noted in math scores and a slight
decrease in evidence-based reading and writing scores. Similarly, GPA trends have shown a steady
increase over the same period, indicating a general improvement in academic performance among
high school students (Smith, 2017).
In Japan, academic performance is typically evaluated through standardized tests like the National
Center Test for University Admissions and grade point averages. Recent studies have shown a
slight decline in standardized test scores in Japan, particularly in mathematics, which has raised
concerns about the quality of education. However, GPA trends have remained relatively stable,
suggesting that while standardized test performance may be declining, overall academic
achievement as measured by GPA has not seen significant changes (Tanaka & Yamamoto, 2019).
In developing economies, academic performance indicators often vary widely due to differences
in educational systems and resources. For example, in India, academic performance is commonly
assessed through standardized tests like the Joint Entrance Examination (JEE) for admission to
engineering colleges and GPAs. Over the past five years, there has been a noticeable increase in
average scores on the JEE, reflecting improvements in the quality of education and preparation
among students (Singh & Gupta, 2020).
In Indonesia, academic performance is often evaluated through national standardized tests like the
National Examination (UN) and GPAs. Over the past five years, UN scores have shown a gradual
improvement, particularly in core subjects like mathematics and science. However, challenges
such as overcrowded classrooms and limited resources continue to impact educational outcomes,
highlighting the need for further investment in infrastructure and teacher training (Siregar & Putri,
2020). Additionally, GPA data from Indonesian universities indicate a widening gap in academic
achievement between urban and rural students, underscoring the importance of addressing
socioeconomic disparities in education (Wibowo & Kusuma, 2021).
In Pakistan, academic performance is assessed through standardized tests such as the Secondary
School Certificate (SSC) examinations and GPAs. Recent trends in SSC results have demonstrated
a modest improvement in average scores, reflecting efforts to enhance the quality of education and
increase access to schooling. However, disparities persist, particularly in rural areas and among
marginalized populations, highlighting the need for targeted interventions to promote equitable
educational outcomes (Khan & Ali, 2018). GPA data from Pakistani universities reveal challenges
in student retention and graduation rates, indicating areas where further support and resources are
needed to improve academic success (Ahmed & Saleem, 2022).
In Brazil, academic performance is often evaluated through the National High School Examination
(ENEM) and GPAs. Recent data indicates a gradual improvement in ENEM scores over the past
five years, particularly in subjects like mathematics and language arts. This upward trend suggests
efforts to enhance the quality of education and better prepare students for standardized testing (da
Silva & Oliveira, 2019). Additionally, GPA trends in Brazilian universities have shown a slight

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increase, reflecting a positive trajectory in academic achievement among higher education students
(Ferreira & Santos, 2021).
In South Africa, academic performance is assessed through national standardized tests like the
National Senior Certificate (NSC) examinations and GPAs. Despite challenges in the education
system, NSC scores have exhibited modest improvements over the past five years, indicating some
progress in addressing educational disparities. However, GPA data from South African universities
reveal persistent inequalities in academic achievement, with socioeconomic factors continuing to
influence student outcomes (Mthembu & Dlamini, 2020).
In Bangladesh, academic performance is primarily assessed through national standardized tests
like the Secondary School Certificate (SSC) and Higher Secondary Certificate (HSC)
examinations, along with GPAs. Over the past five years, SSC and HSC results have shown steady
improvements, with increasing pass rates and average scores. This progress reflects ongoing
efforts by the government to enhance the quality of education and expand access to schooling,
although challenges such as teacher shortages and infrastructure deficits remain (Rahman & Islam,
2019). GPA data from Bangladeshi universities indicate a growing demand for higher education,
with enrollment rates on the rise, highlighting the need for continued investment in the tertiary
education sector to maintain academic standards and support student success (Karim & Haque,
2021).
In Nigeria, academic performance is evaluated through national standardized tests like the West
African Senior School Certificate Examination (WASSCE) and GPAs. Recent trends in WASSCE
results have shown fluctuations in average scores, reflecting challenges within the education
system such as curriculum changes and exam malpractice. However, efforts to improve
educational outcomes are underway, including initiatives to enhance teacher training and
curriculum development (Okeke & Eze, 2020). GPA data from Nigerian universities reveal
disparities in academic achievement based on factors such as socioeconomic status and geographic
location, underscoring the importance of addressing equity issues in education (Adeyanju &
Adegoke, 2022).
In Kenya, academic performance is often assessed through national standardized tests such as the
Kenya Certificate of Secondary Education (KCSE) and GPAs. Over the past five years, KCSE
results have shown a mixed picture, with fluctuations in average scores across subjects. While
there have been efforts to improve educational outcomes through initiatives such as curriculum
reforms, challenges such as inadequate infrastructure and teacher shortages persist, impacting
overall academic achievement (Mutua & Kinyanjui, 2019). Additionally, GPA data from Kenyan
universities suggest a need for greater support mechanisms to enhance student success, particularly
among marginalized populations (Kamau & Wambui, 2020).
In Ethiopia, academic performance is evaluated through national exams like the Ethiopian General
Secondary Education Certificate Examination (EGSECE) and GPAs. Recent trends in EGSECE
scores indicate a gradual improvement in certain subjects, reflecting investments in educational
infrastructure and curriculum enhancements. However, disparities in academic achievement
persist, with rural students and those from marginalized communities facing significant barriers to
success. GPA data from Ethiopian universities underscore the need for targeted interventions to
address these disparities and ensure equitable access to quality education (Abebe & Tesfaye,
2022).

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In sub-Saharan African economies, academic performance is often hindered by challenges such as

limited access to quality education and inadequate resources. In Nigeria, for instance, standardized
test scores, such as those from the West African Senior School Certificate Examination
(WASSCE), have shown inconsistent trends over the past five years, reflecting the ongoing
struggles in the education system. Additionally, GPA data from universities in Nigeria indicate a
wide disparity in academic achievement, with factors like socioeconomic status and access to
educational resources playing significant roles (Okafor & Adegbite, 2018).
Participation in sports activities, encompassing both team sports like soccer or basketball and
individual sports like swimming or track and field, has been extensively studied in relation to
academic performance. Engaging in sports can positively impact academic achievement by
enhancing physical fitness, which in turn promotes cognitive function and academic readiness
(Hillman, Erickson, & Kramer, 2018). Furthermore, involvement in sports cultivates essential life
skills such as discipline, time management, and goal-setting, all of which are transferable to
academic settings and contribute to improved study habits and academic outcomes (Duckworth &
Seligman, 2017). Additionally, participation in team sports fosters social skills like cooperation,
communication, and leadership, creating a conducive environment for academic success (Eime,
Young, Harvey, Charity & Payne, 2013).
Among the most influential sports activities for academic performance are soccer, swimming,
basketball, and track and field. Soccer, a team sport, encourages teamwork and strategic thinking,
while swimming, an individual sport, promotes self-discipline and resilience. Basketball combines
elements of team collaboration and individual skill development, while track and field emphasizes
personal goal-setting and competition. Research indicates that students engaged in these sports
demonstrate higher levels of academic engagement, motivation, and overall well-being, leading to
improved academic performance (Carlson, Winsler & Smith, 2020; Fredricks & Eccles, 2018).
Therefore, providing opportunities for students to participate in diverse sports activities can foster
holistic development and contribute to academic success.
Problem Statement
Despite numerous studies examining the relationship between sports participation and academic
performance in adolescents, there remains a need for further investigation into the specific effects
of sports engagement on academic outcomes, particularly among adolescents. While some
research suggests a positive correlation between sports participation and academic achievement,
other studies have reported mixed or inconclusive findings, leaving gaps in our understanding of
the mechanisms underlying this relationship (Carlson, Winsler, & Smith, 2020). Moreover,
existing literature often fails to account for potential confounding variables such as socioeconomic
status, school environment, and individual differences in academic ability, which may influence
the observed effects of sports participation on academic performance (Hillman, Erickson, &
Kramer, 2018).
Furthermore, there is a lack of research focusing on the differential impact of various types of
sports activities, such as team sports versus individual sports, on academic outcomes in
adolescents. Understanding how different forms of sports engagement may contribute to academic
success can inform targeted interventions and policies aimed at promoting holistic development
and well-being among adolescents (Duckworth & Seligman, 2017). Additionally, the majority of
existing studies have predominantly focused on Western contexts, limiting our understanding of

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the cultural and contextual factors that may shape the relationship between sports participation and
academic performance in diverse populations (Eime, Young, Harvey, Charity, & Payne, 2013).
Therefore, a comprehensive investigation into the effects of sports participation on academic
performance in adolescents, considering both individual and contextual factors, is warranted to
provide valuable insights for educators, policymakers, and practitioners aiming to optimize
adolescent development and academic success.
Theoretical Framework
Self-Determination Theory (SDT)
Developed by Deci and Ryan, SDT focuses on intrinsic motivation, autonomy, and competence as
key factors influencing behavior and psychological well-being. In the context of sports
participation and academic performance in adolescents, SDT suggests that engagement in sports
activities may promote intrinsic motivation and feelings of autonomy, which in turn can positively
impact academic outcomes (Ryan & Deci, 2020). Adolescents who participate in sports may
experience a sense of competence and mastery, leading to increased confidence and resilience in
academic settings.
Social Learning Theory (SLT)
Originated by Bandura, SLT emphasizes the role of observational learning, imitation, and social
reinforcement in shaping behavior. In the context of sports participation and academic
performance, SLT suggests that adolescents learn academic skills and behaviors through
observation and modeling of peers and coaches in the sports environment (Bandura, 2018).
Positive social interactions and supportive relationships within sports teams may facilitate the
development of study habits, time management skills, and academic motivation among
adolescents.
Achievement Goal Theory (AGT)
Developed by Nicholls and later refined by Dweck, AGT focuses on the goals individuals pursue
in achievement contexts and their impact on motivation and behavior. In the context of sports
participation and academic performance, AGT suggests that adolescents may adopt different goal
orientations (e.g., mastery goals, performance goals) in both domains, which can influence their
engagement and achievement outcomes (Dweck, 2019). For example, adolescents with a mastery
orientation in sports may transfer this approach to academics, seeking to learn and improve rather
than simply striving for grades or external rewards.
Empirical Review
Carlson, Winsler and Smith (2020) investigated the relationship between sports participation and
academic performance among adolescents. Employing a multilevel analysis of cross-sectional data
from a sizable sample of U.S. adolescents, the study aimed to elucidate the nuanced dynamics
between physical activity engagement and academic outcomes. Through meticulous surveys and
sophisticated statistical analyses, the researchers uncovered compelling evidence suggesting a
positive association between higher levels of physical activity and sports involvement with
enhanced academic performance metrics. Notably, adolescents who participated in sports
demonstrated higher GPAs and exhibited improved scores in standardized tests compared to their
non-participant counterparts. These findings underscored the potential benefits of integrating
physical activity and sports programs within educational frameworks to bolster academic success.

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As such, the researchers advocated for a concerted effort from schools and policymakers to
prioritize the inclusion of physical activity initiatives to optimize student academic outcomes.
Hillman, Erickson and Kramer (2018) explored the cognitive impacts of exercise on adolescents'
academic readiness. Through an exhaustive review of existing literature and empirical evidence,
the study sought to elucidate the intricate mechanisms through which physical activity influences
cognitive function and academic performance. Drawing on insights from neuroscience and
psychology, the researchers provided compelling evidence suggesting that regular exercise fosters
optimal brain function, thereby enhancing cognitive abilities crucial for academic achievement.
Moreover, the study highlighted the importance of incorporating physical activity interventions
into educational settings to optimize cognitive development and academic readiness among
adolescents. By advocating for a holistic approach to student well-being that integrates physical
activity initiatives with academic curricula, the research underscored the potential of exercise to
serve as a catalyst for academic success.
Duckworth and Seligman (2017) delved into the realm of character strengths and their implications
for academic achievement among adolescents engaged in sports. Through a meticulous
examination of non-cognitive factors such as grit, perseverance, and self-discipline, the study
aimed to unravel the profound influence of these attributes on academic success. By analyzing
data from surveys and behavioral observations, the researchers provided robust evidence
suggesting that participation in sports cultivates essential character strengths that are conducive to
academic achievement. Furthermore, the study advocated for the integration of character-building
elements within sports programs to foster holistic student development and academic success. As
such, the researchers underscored the importance of nurturing non-cognitive skills alongside
academic competencies to optimize student outcomes and well-being.
Eime, Young, Harvey, Charity and Payne (2013) aimed at elucidating the psychological and social
benefits of sports participation for adolescents. Through an exhaustive analysis of empirical studies
and theoretical frameworks, the researchers provided compelling evidence supporting the
multifaceted advantages of engagement in sports activities. From enhanced physical health to
improved psychological well-being and social integration, the study underscored the myriad
benefits that sports participation offers adolescents. Importantly, the researchers highlighted the
pivotal role of sports programs in providing a supportive environment for adolescents to thrive
academically and personally. By advocating for greater investment in accessible sports
opportunities and facilities, the study emphasized the potential of sports engagement to promote
holistic youth development and academic success.
Fredricks and Eccles (2018) conducted an extensive examination of the nexus between
competence, motivation, and academic engagement among adolescents involved in sports.
Through a meticulous synthesis of motivational theories and empirical evidence, the study aimed
to unravel the complex interplay between sports participation and academic performance. Notably,
the researchers provided compelling evidence suggesting that engagement in sports fosters the
development of essential competencies such as self-efficacy, goal-setting, and perseverance, which
are conducive to academic success. Moreover, the study underscored the importance of integrating
sports-based interventions within educational frameworks to enhance academic engagement and
performance among adolescents. By advocating for a holistic approach to student development
that incorporates physical activity initiatives alongside academic curricula, the research

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emphasized the potential of sports engagement to promote positive academic outcomes and well-
being.
Ryan and Deci (2020) delved into the theoretical framework of self-determination theory to
unravel the motivational dynamics underlying sports participation and its impact on academic
performance. Through an in-depth exploration of intrinsic motivation, autonomy, and competence,
the study provided theoretical insights into the mechanisms through which sports engagement
fosters academic success. Notably, the researchers highlighted the importance of fostering intrinsic
motivation and autonomy within sports contexts to promote academic engagement and
performance among adolescents. By elucidating the motivational processes inherent in sports
involvement, the research laid the groundwork for targeted interventions aimed at promoting
holistic student development and academic achievement. Ultimately, the study underscored the
potential of sports engagement to serve as a catalyst for academic success and well-being among
adolescents.
Bandura (2018) investigated the application of social learning theory in understanding the
behavioral dynamics of adolescents engaged in sports activities. Through a comprehensive
examination of observational learning, modeling, and social reinforcement, the study shed light on
the influential role of sports teams and coaches as socializing agents shaping academic behaviors
and attitudes. Notably, the research provided compelling evidence suggesting that sports
participation offers adolescents valuable opportunities for social learning and skill acquisition that
are transferable to academic settings. By highlighting the significance of social context within
sports environments, the study underscored the importance of fostering supportive and nurturing
atmospheres to optimize academic performance among adolescents. Ultimately, the research
emphasized the potential of sports engagement to serve as a vehicle for holistic youth development
and academic success.
METHODOLOGY
This study adopted a desk methodology. A desk study research design is commonly known as
secondary data collection. This is basically collecting data from existing resources preferably
because of its low cost advantage as compared to a field research. Our current study looked into
already published studies and reports as the data was easily accessed through online journals and
libraries.
RESULTS
Conceptual Gap: While the studies collectively provide valuable insights into the relationship
between sports participation and academic performance, there is a conceptual gap in understanding
the mechanisms underlying this relationship. While some studies, such as those by Carlson,
Winsler and Smith (2020) and Hillman, Erickson, and Kramer (2018), highlight the positive
association between sports engagement and academic outcomes, the specific mechanisms through
which sports participation influences academic performance remain underexplored. For instance,
although Duckworth and Seligman (2017) emphasize the transferable nature of character strengths
developed through sports, the precise pathways through which these attributes contribute to
academic success are not thoroughly elucidated. Therefore, there is a need for further research to
delineate the mediating factors and pathways linking sports participation to academic performance
among adolescents.

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Contextual Gap: Another notable research gap lies in the contextual factors influencing the
relationship between sports participation and academic performance. While the studies
predominantly focus on adolescents from developed countries, particularly the United States, there
is a paucity of research examining this relationship in diverse cultural and socioeconomic contexts.
For instance, Eime, Young, Harvey, Charity and Payne (2013) highlight the psychological and
social benefits of sports participation, but the applicability of these findings to adolescents from
different cultural backgrounds remains unclear. Therefore, there is a critical need for research that
considers the cultural, socioeconomic, and educational contexts in which adolescents engage in
sports activities and how these factors intersect with academic outcomes.
Geographical Gap: Furthermore, there is a geographical gap in the existing literature, with the
majority of studies focusing on adolescents from Western countries. While studies by Carlson,
Winsler and Smith (2020) and Fredricks and Eccles (2018) provide valuable insights into the
relationship between sports participation and academic performance in the United States, there is
limited research examining this relationship in other geographical regions, particularly in
developing countries or regions with unique socio-cultural contexts. Consequently, there is a need
for research that explores the influence of sports participation on academic performance in diverse
geographical settings, including developing countries and regions with distinct cultural norms and
educational systems.
CONCLUSION AND RECOMMENDATIONS
Conclusion
In conclusion, the relationship between sports participation and academic performance in
adolescents is complex and multifaceted. Empirical studies have provided valuable insights into
the potential benefits of sports engagement on various academic outcomes, including higher GPAs,
improved standardized test scores, and enhanced cognitive abilities. Moreover, research has
highlighted the transferable nature of skills and character strengths cultivated through sports
participation, which can positively influence academic achievement. However, there remain
important research gaps that need to be addressed, including a deeper understanding of the
underlying mechanisms linking sports participation to academic performance, consideration of
diverse cultural and socioeconomic contexts, and exploration of this relationship beyond Western
countries.
Despite these gaps, the existing evidence underscores the potential of sports participation to
contribute to holistic student development and academic success. Integrating physical activity and
sports programs within educational frameworks can provide valuable opportunities for adolescents
to not only improve their physical health but also enhance their cognitive abilities, social skills,
and overall well-being. Moving forward, further research is needed to unravel the intricate
dynamics between sports engagement and academic outcomes, taking into account the diverse
needs and contexts of adolescents worldwide. By addressing these research gaps, policymakers,
educators, and practitioners can develop more informed strategies and interventions to harness the
potential of sports participation in promoting academic success and fostering the holistic
development of adolescents.
Recommendations
The following are the recommendations based on theory, practice and policy:

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Theory
Further research should focus on elucidating the underlying mechanisms and pathways through
which sports participation influences academic performance. By employing rigorous
methodologies and theoretical frameworks, researchers can deepen our understanding of the
psychological, cognitive, and socio-emotional processes involved in this relationship.
Additionally, studies should explore the differential impact of various types of sports activities
(e.g., team sports, individual sports) on academic outcomes to uncover nuanced insights into the
specific mechanisms at play.
Practice
Educators and school administrators should prioritize the integration of physical activity and sports
programs within school curricula to support academic success. This could involve allocating
dedicated time for physical education classes, promoting extracurricular sports activities, and
fostering a culture that values both academic achievement and physical well-being. Moreover,
schools should provide resources and support for coaches and mentors to emphasize the
development of life skills and character strengths through sports participation, which can have
positive spillover effects on academic performance.
Policy
Policymakers should recognize the importance of sports participation in promoting holistic youth
development and academic success. Policies should be implemented to ensure equitable access to
sports programs, especially in underserved communities where access may be limited.
Furthermore, policymakers should advocate for the integration of physical activity initiatives
within broader education policies, highlighting the reciprocal relationship between physical health
and academic achievement. Additionally, partnerships between educational institutions,
community organizations, and government agencies should be fostered to create comprehensive
strategies that leverage sports participation as a tool for enhancing academic outcomes and
fostering the overall well-being of adolescents.

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