Level of Sports Participation and Academic Performance among Student-Athletes of Children First School, Inc.
DOI:
https://doi.org/10.5281/zenodo.21544009Keywords:
student-athletes, sports participation, academic performance, participation frequency, training intensity, Project MOVEAbstract
This study determined the level of sports participation and academic performance among student-athletes of Children First School, Inc. and examined whether the frequency, intensity, and duration of sports engagement were significantly related to their General Weighted Average (GWA). A descriptive-correlational research design was employed. Through total enumeration, 52 Grade 7 to Grade 12 student-athletes enrolled during School Year 2024–2025 participated in the study. Sports participation was measured using an adapted questionnaire covering frequency, intensity, and duration, while academic performance was obtained from official school records with the respondents’ consent. Frequency, percentage, and mean were used for descriptive analysis, and Spearman’s rank-order correlation was applied at the 0.05 level of significance. The largest group of respondents participated in sports three days per week (32.7%), indicating moderate frequency; engaged at a very hard intensity (32.7%), indicating very high intensity; and spent 60–90 minutes per session (34.6%), indicating moderate duration. Academic performance was Outstanding, with a mean GWA of 90.6; 69.2% of respondents were classified as Outstanding, 26.9% as Very Satisfactory, and 3.8% as Satisfactory. Sports participation was not significantly related to academic performance in terms of frequency (ρ = .063, p = .657), intensity (ρ = .120, p = .399), or duration (ρ = .045, p = .751). The findings indicate that the student-athletes maintained strong academic performance across differing patterns of sports engagement. Project MOVE (Mobilizing Opportunities for Vigorous Engagement) was therefore proposed to strengthen consistent, structured, and developmentally appropriate participation while preserving academic balance and learner well-being.
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