Effects of Sports Involvement on the Academic Performance of Pupil- Athletes in Public Elementary Schools
DOI:
https://doi.org/10.65339/ijsair.V2.I1.62Keywords:
sports involvement, academic performance, pupil-athletes, elementary education, teacher-coaches, San Mateo DistrictAbstract
The study investigated the effects of sports involvement on the academic performance of pupil-athletes in selected public elementary schools in San Mateo District during the School Year 2025–2026. Participating schools included Guitnang Bayan Elementary School, Justice Vicente Santiago Elementary School, Silangan Elementary School, and Sto. Niño Elementary School. The study employed a descriptive survey research design complemented by documentary analysis. Two groups of respondents were considered: 250 teacher-coaches and 289 pupil-athletes. Teacher-coaches were described in terms of age, sex, civil status, position title, educational attainment, length of service, and in-service trainings attended. Pupil-athletes were described based on age, sex, sibling position, number of children in the family, parents’ educational attainment, occupation, and monthly family income.Data were gathered using a researcher-made questionnaire checklist measuring the perceived effects of sports involvement on willingness to learn, class participation, task completion, and assessment, while academic performance was determined from first-quarter average grades. Findings revealed that teacher-coaches are primarily 21–39 years old, male, married, holding Teacher I positions, pursuing graduate studies, and have attended school-level in-service trainings. Pupil-athletes are mostly 13–14 years old, male, first or second-born children, from families with 1–3 children, with monthly incomes below ₱15,000, and parents with college-level education employed in private companies.Sports involvement showed high influence on pupil-athletes’ willingness to learn, class participation, task completion, and assessment. While perceptions of teacher-coaches and pupil-athletes were similar for most areas, significant differences existed regarding task completion. Age of teacher-coaches influenced their perceptions. Pupil-athletes demonstrated very satisfactory academic performance, which was not significantly related to their perceived effects of sports involvement.The study recommends aligning academic and sports schedules, providing holistic support systems, and fostering collaboration among teachers, coaches, and parents to enhance pupil-athletes’ overall performance and well-being. Future research may consider additional variables affecting sports involvement.
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