Second Philippine International School

Riyadh, Kingdom of Saudi Arabia

S.Y 2021-2022

THE EFFECTS OF ATHLETIC PARTICIPATION ON THE SOCIAL

LIFE OF A HIGH SCHOOL STUDENT IN SECOND

PHILIPPINE INTERNATIONAL SCHOOL

Group 7

Limuel Amer Abdulaziz C. Panganiban

Jeff Florence G. Barrientos

Dave Leonardo L. Ayonon

Paul Andre A. Caguimbal

Christian David S. Bautista

Miguel Inman A. Mirabel

 Approval Sheet

This causal-comparative research, THE EFFECTS OF ATHLETIC PARTICIPATION ON

THE SOCIAL LIFE OF A HIGH SCHOOL STUDENT IN SECOND PHILIPPINE
INTERNATIONAL SCHOOL, in partial fulfillment of the requirements of the subject Practical
Research 2 was examined and passed on.

Mrs. Ronalyn D. Viloria

Research Adviser

__________________

Date Signed

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2
 Abstract

Sports and athletic participation brings a variety of benefits for students. Along with physical and

mental benefits, sports and athletic participation also enables students to develop the skills that

are useful in socializing with people. Students that are exposed to training, competitions, and

team activities gain a chance to build their social circle through unavoidable interactions with

other students, coaches, and athletes that they meet in these activities.

It is important to consider that through this phenomenon, participating in athletic activities can

be related and have an impact on a student’s social life. A study conducted by Salman (2011)

justified that it is beneficial to participate in sports as it improves a students’ social life and

identity. However, a study by Kann et al. (2014) pressed on the need to investigate how sports

participation affects a student’s interpersonal relationships. According to them, future

researchers should investigate to what extent school sports participation influences students’

interpersonal relationships as their analysis was limited in that it focused solely on students’

individual characteristics, behaviors, and perceptions. This led the researchers to conduct this

study in order to fill in the knowledge gap in the current field of athletic participation among

students.

This research paper explained how athletic participation affects the social life of high school

students in Second Philippine International School. This causal-comparative study utilized

research instruments that measure athletic participation and social relationships in order to

gather data from 150 students from grades 9-12 and gain conclusions about the effects of

athletic participation in a high school student’s social life.

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To the school, our families, friends and to the almighty God

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 TABLE OF CONTENTS

Abstract…………………………………………………………………………………………..3

Dedication………………………………………………………………………………………..4

Introduction ……………………………………………………………………………………..7

Introduction……………………………………………………………………………....7

Background of the Study ………………………………………...…………………….7

Statement of the Problem ……………………………………………………………...8

Purpose of the Study …………………………………………………….....................9

Thesis Statement……………………………………………………...........................9

Hypothesis…………………………………………………….....................................9

Significance of the Study……………………………………………………………...10

Scope & Limitations ……………………………………………. ……………………10

Delimitations ……………………………………………. ……………………………11

Definition of Terms ……………………………………………………………………11

Review of Related Literature……………………………………………. …………………12

Introduction……………………………………………………..................................12

Literature Review………………………………………………………………………15

Studies on Sport Participation…………………………………….…………15

Studies on Social Life and its Related Factors…………………………….20

Studies on Athletic Participation and its Relationship to Social Life…….26

Research Instruments and Scales Measuring Factors of Social Life…...30

Methodology……………………………………………………………...……………………33

Research Design…………………………………………………..…………………..33

Research Instrument……………………………………………….………………….33

Research Rationale …………………………………………………………………...34

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 Statistics and Data Analysis…………………………………..................................34

Presentation of Data and Analysis…………………………………………………………36

Conclusions and Recommendations……………………………………………………...64

Summary of Findings...........................................................................................64

Conclusion...........................................................................................................65

Recommendations...............................................................................................66

References...........................................................................................................67

Appendices..........................................................................................................70

Acknowledgements…………………………………………………………………………..80

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 Chapter I

INTRODUCTION

This chapter discusses the topic background, significance, scope and limitation, the

researchers’ purpose and objectives in this research paper.

Introduction

Sports and other athletic activities are very essential to a student’s life as it keeps them

physically fit, provides them with opportunities to learn teamwork, and allows them to exercise

qualities of good sportsmanship and personal responsibility. Participating in sports and athletic

activities also allow students to develop many of the social skills they will need for life. Students

that are exposed to training, competitions, and team activities gain a chance to build their social

circle through unavoidable interactions with other students, coaches, and athletes that they

meet in these activities. It is through this phenomenon that participating in athletic activities can

be related and have an impact on a student’s social life. The researchers aimed to determine

the effects of athletic participation by high school students of SPIS towards their social lives.

Background of the study

Socializing plays a big role in sports whether it is a team or individual sport it promotes

teamwork and camaraderie. Socialization occurs when people interact with one another and

become familiar with the world people live in and it is important to the development of

personality. Youth sports can play a crucial role in social interaction such as when it brings

opportunities for people to actively interact with others, synthesize information, and make

decisions for themselves. Although sports may apply stress, anxiety, and social pressure on

young athletes, youth sports build and develop character, confidence, and ultimately self-worth.

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In a study conducted by Chen et. al. (2010), social relationships was the best predictor of

NCAA-affiliated student-athletes’ perceived Core Benefits of athletic participation. Based on the

participants' viewpoint, the development of core benefits through athletic involvement seemed to

go hand-in-hand with the enhancement of social relationships.

However, according to a study by Frey (1991), there are many possible dangers in youth sports

that we should be worried about. These dangers include racial discrimination, teaching toxic

masculine culture to youth through sport, the encouragement of violence and making winning

the only purpose of playing, influencing other athletes to view sport as work, and taking the fun

out of it. Along with studies indicating pros and cons of athletic participation, a study by (Kann et

al., 2014) pressed the need for future researchers to investigate to what extent school sports

participation influences students’ interpersonal relationships. This led us to conclude the need to

answer the question “does athletic participation positively or negatively affect the students'

social lives?”.

Statement of the Problem

This research explored the effects of athletic participation by Second Philippine International

School high school students on their social lives. The study answered the particular questions:

1. Does athletic participation positively or negatively affect a high school student’s social

life?

2. On average, is a student-athlete’s social life better than those of non-athletes?

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Purpose of the study

The goal of this study is to determine the role of sports and athletic participation in high school

students and the effects it brings to their social life. The current project investigates if

participation in sports, in general, positively or negatively affects high school students’ social

lives.

The research study also aimed to use its findings to inspire more athletic participation in

students of SPIS. By uncovering if athletic participation positively or negatively affects a

student’s social life, the researchers aim to motivate other students to increase athletic

participation.

Thesis Statement

In this research paper, the researchers claimed that student-athletes have a better social life

than non-athlete students. Being an athlete will positively affect a high school student’s social

relationships with other people. Therefore, the researchers stated that student-athletes will

generally have larger social networks, better quality of social networks and more frequent social

interactions than non-athlete students.

Hypothesis

H0: Athletic participation will not affect a high school student’s social life

H1: Athletic participation positively affects a high school student’s social life

H2: Athletic participation negatively affects a high school student’s social life

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Significance of the Study

Respondents - Students will know the effects of athletic participation on their social life.

They can be convinced to participate in athletic activities.

Teachers - The research results of this study will help teachers recognize the

importance of sports participation to their students’ social lives. The results will help

teachers provide students with proper guidance regarding their sports participation.

Parents - The findings of the study will introduce the parents of the respondents to the

positive and negative effects of allowing their children to participate in sports. The study

will let the parents of student-athletes and non student-athletes know how athletic

participation impacts their children’s social life.

Future Researchers - The findings of the study will help future researchers who want to

conduct the same study to have reference material and guide in their research.

Therefore, a new recommendation may be concluded.

Scope and Limitations

The study is primarily about the effects of athletic participation of students in their social

lives, specifically their social network size, social network quality and frequency of social

interactions. This study mainly focused on SPIS students in the high school department.

The research study combined items from the Athletic Identity Measurement Scale, Social

Convoy Circle, Interpersonal Support Evaluation List, Negative Interactions Questions,

Perceived Community Scale Questions, Social Participation Measure to create a questionnaire

that is used as a tool for gathering the needed data. The research was conducted in the Second

Philippine International School, Riyadh, K.S.A.

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The research study’s respondents were limited to Grades 9 - 12 male and female students of

Second Philippine International School. This study was exclusive for the students of Grade 9 -

Jade (32), Grade 9 - Zircon (29), Grade 10 - Emerald (29), Grade 10 - Diamond (37), Grade

11-STEM (45), Grade 11-GAS (7) , Grade 12-STEM (25), and Grade 12-GAS (9) of S.Y.

2021-2022.

Delimitations

This study is not concerned with the effects of student athletic participation on their physical

health and academic performance. Non-sport participation-related variables that can affect a

student’s social life such as the academic and financial status of students was also delimited in

this research study. Students from Grades 7-8 will not be included as respondents in this study.

Definition Terms

1. Senior High School Students - students belonging to the 11th and 12th-year levels.

2. Athletic Participation - participation and involvement of students in sports, athletics,

and any related activities.

3. Student-athlete - a student who participates in any sports and athletics. A student who

is part of a sports team, or takes part in sports training and sport competitions within the

school or outside the school.

4. Non-athlete - a student who has no/low level of participation and inclination to sports.

5. Social Life - the relationships people create with others, such as family, friends,

community members, and strangers and the duration and quality of their frequent social

engagements. (PsychologyToday)

6. SPIS - Second Philippine International School

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 Chapter II

REVIEW OF RELATED LITERATURE

This chapter discusses the different researches and principles related to the topic, primarily on

sport participation, social life and its relationship. It identifies and explains the main theories,

concepts, and literature that frame the research question and how it is being studied.

2.1 - Introduction

Numerous studies have been conducted on the field of Athletic Participation among

Students which can clearly define its importance and benefits on academics, physical and

mental health, and most notably, on the social life of students. Studies about social life itself also

gives the topic a clear definition and this study will utilize the findings of Maureen Helen (2018),

Hailey Shafir (2021), Perree et al. (2015) to discuss the factors related to social life. Along with

the said studies, findings about the relationship of athletic and participation served a great

support for the study.

Studies about sport participation show the importance and impacts of involvement in

sports to several aspects of a student’s life. The participants in a research study conducted on

NCAA-affiliated institution college students somewhat agreed with the effects of sport

involvement in developing health, work ethics, creativity, self-esteem, confidence, cultural

acceptance, academic performance, and overall development, among other constructs. (Chen

et. al., 2010). In the mentioned study, social relationships was the best predictor of the

participants' perceived Core Benefits. Based on the participants' viewpoint, the development of

core benefits through athletic involvement seemed to go hand-in-hand with the enhancement of

social relationships.

Other studies also expounded on other benefits of sports participation. It is understood

that the emphasis of team sports revolve around unity, teamwork, strong work ethics, character

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building and supporting each other. It is beneficial to participate in sports as it improves a

students’ social life and identity. (Salman, 2011)

Although a study by Kann et al. (2014) pressed on the need to investigate how sports

participation affects a student’s interpersonal relationships. According to them, future

researchers should investigate to what extent school sports participation influences students’

interpersonal relationships as their analysis was limited in that it focused solely on students’

individual characteristics, behaviors, and perceptions. (Kann et al., 2014)

Articles on health and psychology, along with studies conducted by medical

professionals, gives an overview of social life and its related factors. According to

PsychologyToday (2019), A person's social life is made up of the numerous ties they create with

others, such as family, friends, community members, and strangers. It may be assessed by the

duration and quality of their frequent social engagements.

Studies suggest that a person’s number of interpersonal relationships and as well as its

quality can be a factor that measures their social life. Additionally, another study suggests that

the quality of the social network is much more important than the quantity of the social network

(Penninx, 2005). A writer also stated that people who have a good social life have friends that

give them a sense of belonging and purpose. They also have friends that support each other

through the tough times that they experience. People have a good social life if the people

around them boosts their feelings of self-worth. (Helen, 2018)

Getting out and doing more activities provides people with more opportunities to meet

others, make friends, and develop relationships. Spending time regularly with the same people

can also help grow one’s social circle (Shafir, 2021). Sandstrom & Dunn (2014) also suggested

the idea that aside from friends and families who people have strong ties to, weak social ties

(i.e., acquaintances) are also related to the subjective social well-being of people. In the

researchers’ study, students experienced greater happiness and greater feelings of belonging

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on days when they interacted with more classmates than usual and they found that weak ties

are related to social and emotional well-being.

Aside from studies revolving on how a person can build and make their social life better,

there were also studies that suggest reasons for the degradation of a person’s social life. The

findings of (Hall, 2018), gives a detailed explanation to some barriers that stops people from

building their social life. According to the researcher, social anxiety or a fear of rejection can

keep people from socializing, causing them to avoid making plans or interacting with people,

restricting their social life. Since friendships take time to develop, busy schedules can be a

major barrier to a healthy social life. Available time is finite and friendships take time. This

temporal constraint affects the initiation of new friendships (Miritello et al., 2013) and the

maintenance of old friendships (Roberts & Dunbar, 2011). People who feel uncomfortable

making small talk or are socially awkward may avoid interaction. Additionally, lack of

opportunities can also be a hindrance to building a person’s social life. When the options for

socializing may be limited people will feel more isolated. (Hall, 2018).

Having discovered the factors related to social life, the researchers utilized several

quantitative research instruments that examine a person’s size of social network, quality of

social network, frequency of negative interactions with others, sense of belongingness and

frequency of social participation. The following are the cited research instruments: Perceived

Community Scale (Heidrich, 1993), Social Convoy Circles (Antonucci & Akiyama, 1987), The

Interpersonal Support Evaluation List (Cohen et. al, 1985), Negative Interaction Items (Krause,

1995), the newly developed Social Participation Measure, and the Athletic Identity Measurement

Scale (Brewer & Cornelius, 2001).

Together with the studies related to athletic participation and social life, the researchers

have found studies that relate the two variables. A study suggested how athletic participation

can negatively affect a student’s social life. Adler and Adler (1991) found that participating in

college athletics led to isolation from the general student population which led to disengagement

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in academic matters. Student-athletes who first come to college already have a predetermined

social group within their sports team. Oftentimes this excludes them from expanding to other

social circles among peers who are not involved in varsity athletics (StudentAthletics, 2015).

Studies also suggested the idea of how athletic participation influences a student’s experience

on social media as a part of their social lives. Social media can be a key networking tool for

helping athletes get recruited. Players that create positive buzz draw more fans and are more

likely to be taken on by a renowned team. (Daren, 2018). Additionally, many athletes have been

found to be reprimanded or shunned by people who do not agree with their views or find their

content offensive.

Studies related to this research suggested that athletic participation has a relationship to

the social lives of students. According to related findings, the quality of people's social life can

be examined by looking at the quantity of their social network, the quality of their social

networks indicated by their available social support and sense of belongingness to their social

circle, the frequency of negative interactions they have with other people and the opportunities

and frequency of their social interactions. Having this known, this research study found out the

need to fill the gap of knowledge about how athletic participation affects the listed factors of

social life of students-athletes. The following section provides a more detailed and expounded

review on the related literature of this research study.

2.2 - Literature Review

2.2.1 - Studies on Sport Participation

The Effects of Sport Participation on Student-Athletes’ and Non-Athlete Students’ Social

Life and Identity (Steve Chen, Shonna Snyder, Monica Magner, 2010)

“There were several findings in this study that support the conclusions of past research

on athletes' identity and perceived benefits of athletic involvement. Similar to Anderson &

Cychosz, (1990), Brewer et al. (1993), Marsh et al. (1995), and Petitpas, (1978), this study

indicated that participants' athletic role (PR) was either highly or moderately associated with

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Personal Attributes of sport commitment and both factors of effects of athletic involvement, CB

and SR. The rating of the core benefits of athletic involvement was at a moderate level (M =

3.22). This value implied the participants somewhat agreed with the effects of sport involvement

in developing health, work ethics, creativity, self-esteem, confidence, cultural acceptance,

academic performance, and overall development, among other constructs. There were also

significant differences within perceived identity, commitment, and effects of participation when

analyzed by gender, grade level, and sport activities. This supports the results reported by Curry

& Weiss (1989), Millen & Kerr, (2003), Miller et al. (2005), Wiechan & William (1997).

It is also important to note that in this study, the participants who played team sports

clearly had higher ratings in PR, PA, CB, SR and SB. It is typically understood that the emphasis

of team sports revolves around unity, teamwork, strong work ethics, character building, and

supporting each other. These values are heavily embedded in most of today's team sports

(Waldron, 2008). They are also recognized as the traditional and beneficial values of athletic

participation. Perhaps we may assume that athletes who participate in team sports are more

likely to be influenced by the traditional view of the "core benefits" of athletic participation. This

result is reflected by Riemer, Beal & Schroeder's comments (2000) regarding the influence of

peers and the university culture on a team player's academic motivation, commitment to

professionalism, and social development. Based on their findings, it seems reasonable to

surmise that peer influence and team culture may play a role in encouraging an individual to

accept the ideology and philosophy promoted by most of the teams, which align with the core

benefits of athletic participation. The regression analysis also indicated that Social Relationships

was the best predictor of the participants' perceived Core Benefits. Based on the participants'

viewpoint, the development of core benefits through athletic involvement seemed to go

hand-in-hand with the enhancement of social relationships. This finding may make one

reevaluate the importance and necessity of peer influence in the athletic setting once again.

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The importance of sports of university students during campus life (Melih N. Salman,

2011)

“This research has been conducted to determine the routine of doing sports of the

university students that go on their lives at campus, to show their views about the adequateness

of the sports facilities they have and to show their expectations about sports. The research

group consists of 256 students, 36.7% of whom are females, and 63.3% of whom are males. It

has been found that 44.6% of the university students prefer to do sports because they like,

21.6% to stay healthy, and 17.4% to move away from the stressful atmosphere created by the

courses. The conclusions of this research bear a resemblance to the ones conducted on the

university youth in 1985 by the Head of the Department of the Youth Services and Activities. As

a result of the research, it has been determined that the great majority of the students (89.0%)

have been content with the sports possibilities provided by the university for them at campus.

It has been concluded that in the social lives of the students there are many activities,

that nearly all of these activities are the ones that can be done in a passive life, and to have an

active life, the only activity left is sports. It has been found out that sports has an important role

in the campus life, that optional sports courses are preferred widely among the students, that

these courses are seen as an important means to do sports, and that the diversity of this course

should be increased. It has been determined that sports are more common among the males

whereas the females are less willing in taking part in sports activities. It has been concluded that

it would be beneficial to exhibit some efforts to have the females acquire sports habits, to

regulate some activities that would draw the female more into the sports activities, and to

improve sports habits starting from the primary school.”

Sports participation can gradually increase once social life. It enhances your abilities to

partake in different individual and team sports. It is understood that the emphasis of team sports

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revolve around unity, teamwork, strong work ethics, character building and supporting each

other. It is beneficial to participate in sports as it improves a students’ social life and identity.

School Sports Participation and Academic Achievement in Middle and High School

(Christopher J. Wretman, 2017)

“Increasing youth physical activity is an identified priority in the school environment to

promote positive child development, a concern of social work researchers and practitioners

(Pate et al., 2006; U.S. Department of Health and Human Services, 2008). Schools offer several

advantages that can facilitate effective physical-activity interventions for children, including ease

of accessibility to large numbers of students, potentially long periods of exposure to intervention,

and the availability of preexisting health and physical education curricula and resources (Pate et

al., 2006; Yetter, 2009). Unfortunately, data indicate that rates of children’s total and

school-based physical activity remain low and may be declining (Johnston, Delva, & O’Malley,

2007; Kann et al., 2014), with many schools having reduced physical-activity opportunities for

their students in recent years (Leviton, 2008; Pate et al., 2006).”

Their research paper had four findings. One, there is a need for more research and trials

to establish true causal effects. Two, researchers should examine how issues related to type,

duration, size, and dosage of physical activity impact achievement as there can be great

variation within and between schools’ sports programs which will influence models that link

activity to achievement. Three, future researchers need to examine if activity and achievement

are more noticeable for diverse samples of students and their groups. “This is particularly

important given the physical activity disparities often seen among subpopulations of students,

where traditionally disadvantaged youths such as females and racial/ethnic minorities are far

less likely to be physically active and far more likely to be obese” (Kann et al., 2014). Lastly,

future researchers should investigate to what extent school sports participation influences

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students’ interpersonal relationships as their analysis was limited in that it focused solely on

students’ individual characteristics, behaviors, and perceptions. “It may be that participating in

sports within and under the auspices of the school strengthens bonds with

teammates/classmates and coaches/teachers. This important conceptualization, and its

inherent variables, may inform future social work interventions using school sports.” (Kann et al.,

2014)

Sports involvement and academic functioning in college students (Mikala Connery, 2017)

“Collegiate sports are a type of extracurricular activity that is supportive to the goals of

the college or university. However, early research has presented contradictory findings. These

studies state that there is no positive association between participation in sports and higher

academic functioning. With inconsistent results, it is important to conduct more studies to be

able to arrive at a valid conclusion. Evidence supporting the relationship between sports

participation and academic achievement can be beneficial to education professionals, school

faculty, parents, and students. The purpose of extracurricular activities in school is to help

facilitate academic achievement by developing knowledge, skills, and create a social network

(Hanks & Eckland, 1976). This study will help gain a better understanding of the relationship

between sports involvement and academic competence, in order to show the importance of

sports in the educational system as a successful and beneficial extracurricular activity.“

Their study provided evidence that athletic participation positively influenced college

students’ self-efficacy. Providing colleges and universities with reasons to promote sports and

other physical activities because it allows students to overcome difficulties. Self-efficacy is a tool

that helps students have successful academic functioning. This in turn could convince other

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students to show athletic participation, it could be on the college team, a club sports team, or

intramural teams. Their findings can serve as a basis for schools to support athleticism,

providing students opportunities to engage in organized sports which may help in increasing

their academic results.

2.2.2 - Studies on Social Life and its Related Factors

Social Life (PsychologyToday, 2019)

A person's social life is made up of the numerous ties they create with others, such as

family, friends, community members, and strangers. It may be assessed by the duration and

quality of their frequent social engagements, both in person and online. Humans are social

animals, and the quality of someone's social life has a significant impact on their mental and

physical health. Both brains and bodies may break apart in the absence of solid, long-term

connections. Individuals begin life reliant on the quality of their bond with their primary caregiver,

generally their mother, for survival. Humanity's existence as a species is also dependent on our

ability to live in groups. The vast majority of human history has been spent in small groups, with

each person relying on others for survival; evidence shows that this is the state to which

humans are best adapted. Understanding how to make and keep helpful connections in any

media is a necessary component of life. People who live alone gain the most from developing a

robust network of social contacts. People now have the option to form their own social circles,

both online and offline; their social circles may include family, friends, professional mentors, and

other significant people in their lives. Online social bonds may be a strong source of social

support and delight, particularly for persons who are geographically or otherwise isolated.

However, there is no alternative for face-to-face engagement, and people who spend time with

friends and family report better levels of well-being than those who have fewer "in real life"

connections.

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Developing life skills through sports (HealthDirect, 2020)

Sport is beneficial not just to children's bodies, but also to their minds. Sport has been

demonstrated in studies to offer psychological advantages for children and adolescents, as well

as to teach them vital life skills. Sport provides much more psychological and social benefits for

children than physical exercise during play. Researchers believe this is due to the social benefits

of being part of a team, as well as the engagement of other children and adults.

“Developmental Benefits” Sport development extends beyond the acquisition of new physical

abilities. Sport teaches youngsters how to cope with the ups and downs of life. Children learn to

lose when they participate in sports. It takes maturity and practice to be a good loser. Loss

teaches children how to recover from disappointment, cope with painful situations, and is a

crucial element of developing resilience. Sport teaches youngsters how to regulate their

emotions and channel negative emotions in a constructive way. It also teaches youngsters

patience and the importance of practice in order to enhance both their physical talents and their

academic performance.

“Emotional Benefits” Physical activity has been demonstrated to increase the production of

chemicals in the brain that make you feel better. Playing sports on a regular basis enhances

children's overall emotional well-being. According to research, children's self-esteem improves

when they participate in sports. The team's support, a nice remark from a coach, or

accomplishing their own best will all make youngsters feel better about themselves.

“Social Benefits” Playing as part of a team helps youngsters acquire many of the social skills

they will need throughout their lives. It teaches kids to work together, to be less selfish, and to

pay attention to other children. It also provides a sense of belonging to youngsters. It assists

them in making new acquaintances and expanding their social circle outside of school.

Accepting discipline is a vital component of participating in a team. When children participate in

sports, they are expected to obey rules, accept choices, and understand that they may be

21
punished for poor behavior. It teaches kids to listen to the coach, referees, and other adults.

Sport teaches children about teamwork as well.

“Parents play an important role in sports” Make athletics a good experience for your child to

keep them involved and enjoying it. Rather of winning or losing, focus on having fun, having a

go, and being active. Praise the team's or other children's efforts, even if they don't win, to help

your youngster develop a positive athletic attitude. Make it clear to your child how vital it is for

them to perform their best. Make sure your sideline remarks are encouraging, and don't criticize

youngsters who make mistakes. Never verbally or physically attack a team, referee, or another

player.

Factors influencing social satisfaction and loneliness: a path analysis (Minou

Weijs-Perrée, Pauline van den Berg, Theo Arentze & Astrid Kemperman, 2015)

The researchers (Perree et. al, 2015) gives an explanation to what makes a person’s

social life better by measuring social satisfaction and loneliness based on data collected in the

Netherlands. The researchers recognized that social satisfaction and loneliness are important

aspects of quality of life. The quality of the social network is much more important than the

quantity of the social network (Penninx, 2005). The researchers discovered that a smaller size

of the social network does not mean that people are lonelier and vice versa, people with a large

social network are not always more satisfied with their social life.

The study showed that social interactions, feelings of loneliness, personal characteristics

as well as the place where people live are important factors in shaping social satisfaction of the

respondents. The researchers made an important point that to become socially satisfied and to

have a better social life, it is not only the quantity of social networks that people must focus on

22
but also the quality of the connections people make. However, the researchers lacked

explanation to what makes the quality of social networks between people better.

Ten ways to create a healthy social life (Maureen Helen, 2018)

Achieving a better social life can be achieved by following simple steps offered by the

health writer Maureen Helen (2018). The writer’s article stresses the importance of having a

better social life and how to achieve it. “Connections with family and friends can work wonders.

They improve our health, happiness and quality of life. As well, research now puts social

isolation up there with other health risk factors such as obesity, poor diet, lack of exercise,

smoking and too much alcohol” (Helen, 2018).

The writer stated that people who have a good social life have friends that give them a

sense of belonging and purpose. They also have friends that support each other through the

tough times that they experience. People have a good social life if the people around them

boosts their feelings of self-worth. (Helen, 2018)

In addition to stating the importance of having a good social life, Helen (2018),

enumerates ways of achieving a better social life for people.

● “Go where people share your interests”. Making connections with people of the same

interests can boost a person’s sense of belongingness. Research suggests that in many

cases, the need to belong to certain social groups results from sharing some point of

commonality (Cherry, 2021).

● “Take up a new interest or hobby”. Taking up new interests and trying out new things

such as a new sport or activity gives people chances to meet new people. Stepping

outside comfort zones is a great way to improve and build people’s social lives.

23
 ● “Exercise for social well-being and health”. Exercise such as sports and athletics can

give numerous benefits to a person’s social well-being and health. In a research study,

sport was associated with positive psychological and social outcomes, including higher

positive affect and well-being and greater social skills. This study of Coplan (2008) found

out that shy and aggressive children who participated in sport reported higher

self-esteem.

● “Accept (and extend) invitations”. Accept invitations and return the invitations. According

to Helen (2018), we must overcome our shyness and diffidence and become involved.

This way, we become better friends and make new friends.

How to improve your social life (Hailey Shafir, 2021)

In order to examine how people build and improve their social lives, it is important to first

take note of the things that keep people from building one. The findings of (Hall, 2018), gives a

detailed explanation to some barriers that stops people from building their social life. According

to the researcher, social anxiety or a fear of rejection can keep people from socializing, causing

them to avoid making plans or interacting with people, restricting their social life. Since

friendships take time to develop, busy schedules can be a major barrier to a healthy social life.

Available time is finite and friendships take time. This temporal constraint affects the initiation of

new friendships (Miritello et al., 2013) and the maintenance of old friendships (Roberts &

Dunbar, 2011). People who feel uncomfortable making small talk or are socially awkward may

avoid interaction. Additionally, lack of opportunities can also be a hindrance to building a

person’s social life. When the options for socializing may be limited people will feel more

isolated. (Hall, 2018),

Researchers mainly suggest that having more friends or meeting new people is a

primary way of building a person’s social life. Getting out and doing more activities provides

24
people with more opportunities to meet others, make friends, and develop relationships.

Spending time regularly with the same people can also help grow one’s social circle (Shafir,

2021). According to the researcher, improving the social life of high school students is easier for

those who are involved in extracurricular activities. “Trying out for a sport, joining a club, or even

volunteering at school can be great ways to spend quality time and begin building friendships

with other students.” (Shafir, 2021)

When defining a friend, shared activities is one of the first qualities mentioned by

children (La Gaipa, 1977) and adolescents (Parks, 2007) and is similarly valued in adult

friendships (Hall, 2012). Although, friends can’t be the main basis of expanding a person’s social

life. (Sandstrom & Dunn, 2014) suggests the idea that aside from friends and families who

people have strong ties to, weak social ties (i.e., acquaintances) are also related to the

subjective social well-being of people. In the researchers’ study, students experienced greater

happiness and greater feelings of belonging on days when they interacted with more

classmates than usual and they found that weak ties are related to social and emotional

well-being. The current results highlight the power of weak ties, suggesting that even social

interactions with the more peripheral members of our social networks contribute to our

well-being. (Sandstrom & Dunn, 2014)

Along with making strong and weak relationships with other people, a person’s social life

can also be affected by how they perceive their belongingness to the social network they are in.

A sense of belonging involves more than simply being acquainted with other people. It is

centered on gaining acceptance, attention, and support from members of the group as well as

providing the same attention to other members (Cherry, 2021). Our need to belong is what

drives us to seek out stable, long-lasting relationships with other people (Schneider & Kwan,

2013). The researchers suggest that if we feel that we belong to our social circle, we are more

motivated to keep the relationships we have with other people in our circle. A person’s sense of

25
belongingness also motivates them to participate in social activities such as clubs, sports teams,

religious groups, and community organizations. (Cherry, 2021)

2.2.3 - Studies on Athletic Participation and its Relationship to Social Life

How does being a student-athlete negatively impact a person’s social & emotional life?

(StudentAthletics, 2015)

The time a student-athlete commits and the stress he or she experiences as a result of

the sport, greatly alter the social experience during college, potentially affecting social

development and emotional stability. Adler and Adler (1991) found that participating in college

athletics led to isolation from the general student population which led to disengagement in

academic matters. From an early age, kids are told that it is important to do well in school, and

failing to do so would result in a harder future. When student-athletes struggle academically it

influences their self-esteem and confidence making matters even worse.

Student-Athletes were asked the impact of being an athlete on their social life resulting

in seven out of the ten interviewed student-athletes saying that being part of a sports team had

a positive impact on their social life. Commonly cited reasons for this are that it gives them a

predetermined social group providing an immediate source of support in the college

environment. In addition, the student-athletes on these teams tend to know the major social

events and people on campus leading to easier access to a variety of social scenes.

Student-athletes who first come to college already have a predetermined social group

within their sports team. Oftentimes this excludes them from expanding to other social circles

among peers who are not involved in varsity athletics. Student-athletes also compromise their

social activities in exchange for athletic and academic commitment. Most often students make

friends their first year of college and maintain them throughout their college careers, however,

student-athletes tend to struggle to maintain the relationships they made their first year as they

26
don't have the time to allocate. A student-athlete's friends are primarily composed of teammates

and those involved in an athletic context.

The Pros & Cons of Athletes Using Social Media (Sarah Daren, 2021)

Social media for athletes often starts in college. 1 in 5 student-athletes use social media

to make career connections, network and get their name out there. During and after their

college sports career, athletes can benefit from using social media to self-market, build a

personal brand, and promote themselves. Social media can be a key networking tool for helping

athletes get recruited. Players that create positive buzz draw more fans and are more likely to

be taken on by a renowned team. (Daren, 2018)

Many athletes have been reprimanded or shunned by people who do not agree with their

views or find their content offensive. Some players have even been suspended for things they

post or share on social media. On social media, everyone watches what you do, and when you

put something out on the internet, it's there forever thanks to screenshots and other methods of

saving content. Although college students often use social media to improve their career

options, many get started with very little idea on how to properly manage social media accounts

as a career tool rather than a toy. 50% have no social media training and 23.1% admitted to

posting something inappropriate on Twitter. People can easily become offended and content

shared on social media can affect the public's perception of an athlete. (Daren, 2018)

Despite the potential for backlash and other major consequences, social media has

become an important part of sports culture. It's a powerful tool for players to create a public

image, and it serves several different important purposes. It can be very effective when used

properly, and it has become almost compulsory since athletes need to have their brand visible

27
online in order to catch the attention of people and sports officials-and to keep that attention.

(Daren, 2018)

Are athletes missing out on social life? (John Lyon, 2018)

The average weekday for an in-season athlete at Whitman might consist of a morning

workout, followed by class, a quick lunch with teammates, practice for 3 or more hours, dinner at

Reid, and then a study session in the library (again with teammates). On the weekends, athletes

are either busy with competition in a league or are traveling to another school in the conference.

This packed schedule forces athletes to be picky with how they choose to spend their time, but

also raises questions about how athletes are able to interact with the campus at large. Because

so much of their time is spent with their team, are athletes able to branch out and participate

more broadly on Whitman’s campus? (Lyon, 2018)

Even though athletes appreciate their tight schedules, being part of a team can be

isolating on Whitman’s campus, so much so that it can be argued that there is an athletic

subculture of sorts. Athletes who compete, study, eat and live together tend to be cut off from

the rest of the campus from a social standpoint. (Lyon, 2018)

Psychological and social benefits of participation in sport for children and adolescents
(Eime, R.M., Young, J.A., Harvey, J.T. et al., 2013)

Regular participation in physical activity (PA) is imperative for good health. Active people

benefit from higher levels of health-related fitness and are at lower risk of developing many

different disabling medical conditions than inactive people. It is widely acknowledged that the

health benefits of participation in PA are not limited to physical health but also incorporate

mental components.

28
 Extensive research has resulted in clear recommendations of the level of PA required to

produce health benefits. There are specific health-related recommendations for children and

adolescents distinct from those for adults. For people aged 5–17 years, it is recommended that

they undertake moderate or vigorous activities for at least 60 minutes per day. Regular

maintenance of this level of activity by children and adolescents can result in increased physical

fitness, reduced body fat, favorable cardiovascular and metabolic disease risk profiles,

enhanced bone health, and reduced symptoms of depression and anxiety. Whilst many different

health benefits of participation in PA are acknowledged, the vast majority of research has

focused on the physical health benefits of participation in PA, with less research focused on the

mental and social health aspects. Although mental health benefits have been referenced in

recent guidelines, to date ”insufficient evidence precludes conclusions about the minimal or

optimal types or amounts of physical activity for mental health.”

29
2.2.4 - Research Instruments and Scales Measuring Factors of Social Life

Athletic Identity Measurement Scale (Brewer, B. W., Van Raalte, J. L., & Linder, D. E.,
(1993)) Athletic Identity Measurement Scale (AIMS)

The Athletic Identity Measurement Scale (Brewer, Van Raalte, & Linder, 1993) is used to

measure athletic identity, which is the degree to which an individual identifies with the athlete

role. The AIMS is a questionnaire consisting of 10 items rated from 1 to 7 on Likert-type scales.

In the preliminary validation study for the AIMS (Brewer et al., 1993), the measure demonstrated

high test-retest reliability and internal consistency. It was also found that AIMS scores were

predictive of postinjury psychological distress in athletes.

Social Convoy Circles (Antonucci, T. C., & Akiyama, H., 1987) Social networks in adult
life and a preliminary examination of the convoy model

The instrument serves the purpose to determine the size of participants’ social networks,

defined as people with whom the participant has contact at least once a month.

Respondents are presented with a diagram of three concentric circles and the following set of

instructions regarding members of their social network with whom they are in contact at least

once a month: Using first name and last initial, place these people in the figure below. People

who are in the innermost circle are those who are close and important to you, and without whom

life would be difficult to imagine. The remaining two circles are for people who are successively

less close. Respondents are asked to list no more than 20 network members.

The Interpersonal Support Evaluation List (Cohen, S., Mermelstein, R., Kamarck, T., &
Hoberman, H., 1985) Measuring the functional components of social support

This instrument can be used to measure the quality of people’s social ties with others as well as

the quality of their social network. To assess respondents’ perceived availability of four separate

30
functions of social support as well as provide an overall measure of perceived support. The 40

items comprising the ISEL fall into four 10-item subscales:

○ Appraisal – measures the perceived availability of someone to talk to about one's

problems;

○ Belonging – measures the perceived availability of people with whom one can spend

time doing things;

○ Tangible – measures the perceived availability of others who would provide one with

material aid if needed;

○ Self-esteem – measures the perceived availability of others with whom one can make

positive self-comparisons.

The ISEL-12 includes only abbreviated (4-item) versions of the appraisal, belonging, and

tangible subscales. In general, the entire scale is used as an indicator of total perceived

support. However, individual subscales are sometimes used to identify the specific type of

support that may be most influential for a given outcome.

Negative Interactions Items Scale (Krause, N., 1995) Negative interaction and satisfaction
with social support among older adults.

To assess frequency of negative interactions with significant others, Krause developed a scale

that can measure the frequency of negative interactions of people.

Respondents use a 4-point rating scale to indicate the frequency with which significant others

are critical or make demands of them. All items are preceded by the question stem “In the past

month…”.

SC Perceived Community Scale (PCOM) Heidrich, S. M. & Ryff, C. D. (1993). Physical and
mental health in later life: The self-system as a mediator.

To assess the degree to which subjects perceive themselves as belonging to their respective

communities, the PCOM Scale developed by Heidrich and Ryff (1993) can be utilized.

31
Respondents use a 6-point rating scale to indicate the extent to which they agree with several

self-referent statements regarding feelings of belonging to a community.

SC Social Participation Measure (SPM)

This is a newly developed scale useful in examining the social participation of individuals. This

instrument aims to assess the frequency with which participants engage in a variety of social

activities.

Using a 6-point frequency scale, respondents indicate how often they engaged in a variety of

social activities during the past 12 months.

32
 Chapter III

METHODOLOGY

This chapter discusses the various strategies utilized to answer the matter raised or

stated within the research, all of which clearly define the research methods used to conduct the

study. The researcher explains how the required data and knowledge addresses the research

objectives and questions and the way they were collected, presented, and analyzed. Reasons

and avocations for the research design, research instrument, participants of the study, data

collection, and data analysis are given.

Research Design

This quantitative study made use of a causal-comparative research design. The design

is beneficial because the researcher sought to determine if the social life of a student athlete is

positively or negatively affected by athletic participation.

Research Instrument

The research instrument used to collect and gather data in this research paper is a

survey questionnaire. The items in the survey contained likert scales derived from athletic

identity and social relationships and loneliness measures.

The research instrument examined the respondent’s demographics by asking their

names and grade and section. 5 questions from the Athletic Identity Measurement Scale

(Brewer & Cornelius, 2001) were incorporated in the survey to determine if a respondent is a

Student-Athlete or a Non-Athlete. The succeeding sections of the research instrument was

created by combining items from , Perceived Community Scale (Heidrich, 1993), Social Convoy

Circles (Antonucci & Akiyama, 1987), The Interpersonal Support Evaluation List (Cohen et. al,

1985), Negative Interaction Items (Krause, 1995), and the Social Participation Measure. The

33
researchers modified the research instruments to ensure its validity and reliability to measure

the social lives of student-athletes and non student-athletes of SPIS students focusing on how

sport participation affects their social life.

The questionnaire was distributed to the respondents through their emails and their

responses will be used as data collected for the study.

Research Rationale

There are 8 classes, consisting of 213 students from Grades 9-12. 150 students

responded to the questionnaires all of which were sampled and used for numerical data. The

participants of this study are all students from the Boys and Girls sections of Grade 9 and 10 in

the highschool department and STEM and GAS sections in the senior highschool department of

Second Philippine International School of the school year 2021-2022.

Statistics and Data Analysis

After the survey questionnaires were answered by the respondents of the study, the

gathered data was collected and analyzed using a series of calculations for the researchers to

acquire general information that will become the basis for the study’s conclusion.

To ascertain the effects of athletic participation to a senior highschool student’s social

life, the researchers used frequency and percentage distribution of data, average likert scale

scoring formula, and mean formula to analyze the answers gathered from the respondents

PERCENTAGE DISTRIBUTION FORMULA:

𝑓
𝑃 = 𝑁
× 100

34
Where:

𝑃 = 𝑃𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒

𝑓 = 𝐹𝑟𝑒𝑞𝑢𝑒𝑛𝑐𝑦

𝑁 = 𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑟𝑒𝑠𝑝𝑜𝑛𝑑𝑒𝑛𝑡𝑠

LIKERT SCALE SCORING FORMULA:

Σ𝐶
𝑠 = 𝑇

Where:

𝑠 = 𝑆𝑐𝑜𝑟𝑒 𝑜𝑓 𝑎 𝑟𝑒𝑠𝑝𝑜𝑛𝑑𝑒𝑛𝑡 𝑖𝑛 𝑎 𝑠𝑐𝑎𝑙𝑒

Σ𝐶 = 𝑆𝑢𝑚 𝑜𝑓 𝑎𝑙𝑙 𝑟𝑒𝑠𝑝𝑜𝑛𝑠𝑒𝑠 𝑖𝑛 𝑎 𝑠𝑒𝑡 𝑜𝑓 𝑙𝑖𝑘𝑒𝑟𝑡 𝑠𝑐𝑎𝑙𝑒 𝑞𝑢𝑒𝑠𝑡𝑖𝑜𝑛𝑠

𝑇 = 𝑇𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑞𝑢𝑒𝑠𝑡𝑖𝑜𝑛𝑠/𝑖𝑡𝑒𝑚𝑠 𝑖𝑛 𝑎 𝑠𝑐𝑎𝑙𝑒

AVERAGE SCALE SCORE OF A GROUP:

Σ𝑠
𝑆 = 𝑇𝑟

Where:

𝑆 = 𝐴𝑣𝑒𝑟𝑎𝑔𝑒/𝑚𝑒𝑎𝑛 𝑠𝑐𝑜𝑟𝑒 𝑜𝑓 𝑎 𝑔𝑟𝑜𝑢𝑝 𝑖𝑛 𝑎 𝑠𝑐𝑎𝑙𝑒

Σ𝑠 = 𝑆𝑢𝑚 𝑜𝑓 𝑎𝑙𝑙 𝑟𝑒𝑠𝑝𝑜𝑛𝑑𝑒𝑛𝑡𝑠' 𝑙𝑖𝑘𝑒𝑟𝑡 𝑠𝑐𝑎𝑙𝑒 𝑠𝑐𝑜𝑟𝑒𝑠

𝑇𝑟 = 𝑇𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑟𝑒𝑠𝑝𝑜𝑛𝑑𝑒𝑛𝑡𝑠 𝑖𝑛 𝑎 𝑔𝑟𝑜𝑢𝑝

35
 CHAPTER IV

PRESENTATION OF DATA AND ANALYSIS

This chapter covers the result and discussion from the assessment and data collected in

the researchers’ research methodology. The results shall be structured according to the main

objective of this research and not by the question order. The answers shall be fairly summarized

and grammatically corrected if needed. Furthermore, the terms of service and guidelines

instructed are clarified and fully accepted by all respondents.

Figure 1.1

Class and Section of Respondents

The graph above shows the grade level of each respondent. There are a total of 150

respondents with 95 respondents in the Junior High School Level from Grades 9 - 10 and 55

respondents from the Senior High School Level from Grades 11 - 12 of STEM and GAS Section.

The graph shows that majority of the sample came from the junior high school level with 23

(15.3%) respondents coming from grade 9-Zircon, 29 (19.3%) from grade 9-Jade, 26 (17.3%)

36
from 10-Diamond and 17 (11.3%) from 10-Emerald. In the Senior High School level, 38 (25.3%)

respondents are from grade 11 - Carnelian, 2 (1.3%) from grade 11 - Malachite, 7 (4.7%) from

12 - Garnet and 8 (5.3%) from 12 - Amethyst.

Athletic Identity Measurement Scale

Figure 2.1-2.5

Questions from AIMS

37
 The graphs above show the responses of students in the questions from the Athletic

Identity Measurement Scale. In the statement “I consider myself an athlete”, a fifth of the 150

respondents answered Strongly Disagree (1) and another fifth answered Neutral (4). In the

statement “Sport is an important part of my life”, a large group of the respondents answered

Slightly Agree (5) and another answered Neutral (4). In the statement “Other people see me

mainly as an athlete”, the majority of 150 respondents answered Strongly Disagree (1). In the

statement “I have many goals related to sport”, the majority of the respondents answered

Neutral (4). In the statement “I spend more time thinking about sport more than anything else”,

the majority of the respondents answered Strongly Disagree (1).

The questions from the Athletic Identity Measurement Scale measures the sense of

sport of respondents. In order to classify students into Student Athletes and Non-Athletes, the

mean score of each respondent from the 5 questions must be calculated.

38
 Figure 2.6

Scoring of AIMS

Scoring Interval Label

1 1 - 1.86 Non - Athlete

2 >1.86 - 2.71 Non - Athlete

3 >2.71 - 3.57 Non - Athlete

4 >3.57 - 4.43 Student Athlete

5 >4.43 - 5.29 Student Athlete

6 >5.29 - 6.14 Student Athlete

7 >6.14 - 7.00 Student Athlete

The table above shows the appropriate interpretation for the mean scores of

respondents and groups in the AIMS Questions. Since the scale uses a 7-point likert scale, the

following formula must be followed to establish the intervals of each label.

Interval Length = Highest Score - Lowest Score / Highest Score

39
 Figure 2.7

Calculation of AIMS Score

Respondent I consider Sport is an Other I have many I spend AIMS

myself an important people see goals more time SCORE
athlete part of my me mainly related to thinking
life as an sport about sport
athlete more than
anything
else.

Respondent 1 7 7 7 5 2 5.6

Respondent 2 5 4 2 6 3 4

Respondent 3 5 7 5 4 1 4.4

Respondent 4 5 5 4 6 3 4.6

The table above shows the calculation of the AIMS score of each respondent. The AIMS

score is calculated by finding the mean of a respondent’s answers on the 5 AIMS Questions.

The following is the formula used in calculating a respondent’s AIMS score.

AIMS Score = Sum of Answers / Total Questions

A respondent’s AIMS score indicates his/her sense of sport. In this study, the

researchers analyzed the scores by treating a score of 1 as the lowest sense of sport and a

score of 7 as the highest sense of sport.

40
 Figure 2.8

Mean and Comparison of AIMS Score of Student Athletes and Non-Athletes

Score Label Total Respondents

>=3.57 Student Athlete 76

<3.57 Non Athlete 74

The table above shows that the respondents that scored for Student Athlete and Non

Athlete each scored 76 and 74 respectively. Therefore, the respondents will be split into 2

groups of 76 Student-Athletes and 74 Non-Athletes each.

Social Convoy Circle

Figure 3.1 - 3.2

Responses on the Social Convoy Circle

People Listed in the Inner Circle (Student Athletes)

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

5 2 11 8 10 3 4 3 4 4 5 1 1 3 0 0 2 2 3 3

People Listed in the Outer Circle (Student Athletes)

7 6 6 7 8 4 6 4 3 4 0 1 1 1 1 0 2 0 0 6

People Listed in the Inner Circle (Non Athletes)

41
 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

1 10 9 5 7 8 8 9 0 5 4 3 2 1 2 0 0 0 0 0

People Listed in the Outer Circle (Non Athletes)

0 8 5 14 6 4 6 4 3 3 4 1 1 0 0 3 0 0 0 1

The table above shows the tabulated data of the number of student athletes and

non-athletes that are able to list 1 to 20 people in their inner and outer circles. For the

student-athletes, the majority of the respondents were able to list down 3 people on their inner

circle and around 1-5 people on their outer circles. For the non-athletes, the majority of the

respondents were able to list down around 2-3 people on their inner circle and around 4 people

on their outer circles. In order to compare the social network sizes of student athletes and

non-athletes,

Figure 3.3

Comparing the average social network of Student-Athletes and Non-athletes

Average No. of People Listen Average No. People Listed on

on the Inner Circle the Outer Circle

Student-Athletes 7.786666 = 8 people 6.4 = 6 people

Non-Athletes 6.405405 = 6 people 5.77027 = 6 people

The table above shows the average names listed by student athletes and non athletes in

their inner and outer circles. Judging from the data, student-athletes, on average, were able to

list 2 more people in the inner circle than the non-athletes but both the groups listed 6 people in

42
the outer circle. From this finding, the researchers pointed out that a student-athlete on average

has 2 more people in their social circle. The data also showed that student-athletes are more

focused on their inner circles which indicates that they have more people who they are close to

than they are less close to. This indicates that a student athlete will have a larger social network

and a more “strong-ties” oriented social relationship with others.

Interpersonal Support Evaluation List (Appraisal Questions)

Figure 4.1-4.4

ISEL Appraisal Questions

The graphs above show the responses of student Athletes compared to Non-Athletes in

the questions from the Interpersonal Support Evaluation List Appraisal. In the statement “There

43
are several people that I trust to help solve my problems.”, the majority of the respondents

answered Probably True (3). In the statement “When I need suggestions on how to deal with a

personal problem, I know someone I can turn to.”, the majority of the respondents from the

answered Definitely True (4). In the statement “I feel that there are people I can share my most

private worries and fears with.”, the majority of respondents answered Definitely True (4). In the

statement “There is at least one person I know whose advice I really trust.”, the majority of

respondents answered Definitely True (4).

The questions from the ISEL Appraisal measures the sense of interpersonal support of

the respondents. In order to gain inferences about the differences of interpersonal support

among Student Athletes and Non-Athletes, the mean score of each respondent from the 4

questions must be calculated, and the mean scores of Athletes and Non-Athletes must be

calculated as well.

Figure 4.5

Scoring of ISEL Appraisal

Scoring Interval Interpretation

1 1 - 1.75 Definitely False

2 >1.75 - 2.5 Probably False

3 >2.5 - 3.25 Probably True

4 >3.25 - 4 Definitely True

44
 The table above shows the appropriate interpretation for the mean scores of

respondents and groups in the Interpersonal Support Evaluation List Questions. Since the scale

uses a 4-point likert scale, the following formula must be followed to establish the intervals of

each label.

Interval Length = Highest Score - Lowest Score / Highest Score

Figure 4.6

Calculation of ISEL Appraisal

Respondent There are When I need I feel that there There is at ISEL
several suggestions on are people I can least one Score
people that how to deal with a share my most person I
I trust to personal problem, private worries know whose
help solve I know someone I and fears with. advice I
my can turn to. really trust.
problems.

Respondent 2 4 4 4 3.5

Respondent 4 3 4 4 3.75

Respondent 3 3 3 4 3.25

Respondent 4 3 2 4 3.25

45
 The table above shows the calculation of ISEL score of each respondent. The ISEL

score is calculated by finding the mean of a respondent’s answers on the 4 ISEL Questions. The

following is the formula used in calculating a respondent’s ISEL score.

ISEL Score = Sum of Answers / Total Questions

A respondent’s ISEL score indicates his/her sense of interpersonal support. In this study,

the researchers analyzed the scores by treating a score of 1 as the lowest sense of social

support and a score of 4 as the highest sense of social support.

Figure 4.7

Mean and Comparison of ISEL Score of Student Athletes and Non-Athletes

SA NA

Average 3.33 3.09

Interpretation Definitely True Probably True

The above shows the mean ISEL score of Student-Athletes compared to Non Athletes. A

student athlete will have an average ISEL score of 3.33/4 and a Non Student Athlete will have

an average ISEL score of 3.09/4. Both groups scored high on the measure which indicates that

Student Athletes and Non-Athletes on average, feel a better sense of social support. Though it

is significant to consider that from the study’s data, the Student-Athletes have a higher sense of

social support compared to non athletes. This might indicate a positive effect of athletic

participation on a student’s social life particularly on the quality of a student’s social network.

46
 Figure 4.8

Do you think participating in sports and athletics will/had allowed/allow you to

meet people you can trust?

In the question “Do you think participating in sports and athletics will/had allow/allowed

you to meet people you can trust?”, out of all respondents (both student athletes and

non-athletes), 16 have answered “No”, 69 have answered “Maybe”, and 65 have answered

“Yes”. The majority of respondents answered “Maybe” to the question, but there is only a small

difference between the respondents who answered “Yes” which is 65 in number. The data

suggests that students can somewhat agree that participating in sports and athletics improve

their sense of social support. From this data, the researchers confirm that Athletic Participation

improves a student’s sense of social support.

47
Negative Interactions

Figure 5.1-5.4

Questions from Negative Interactions

The graphs above show the responses of student Athletes compared to Non-Athletes in

the questions from the Negative Interaction Scale. In the question “In the past month, how often

have others made too many demands on you?”, 36 of the Student-Athlete respondents

answered Fairly Often (4) and Fairly Often (4) was the answer of the majority of the

Non-athletes with 27 respondents. In the question “In the past month, how often have others

taken advantage of you?”, the majority of the Student-Athletes with 20 respondents answered

Once in a While (2) and 23 respondents from the non-athletes answered Never (1). In the

question “In the past month, how often have others criticized you?”, the majority of the

Student-Athletes with 21 respondents answered Sometimes (3) and 20 respondents from the

non-athletes answered Once in a While (2). In the question “In the past month, how often have

48
others let you down when you were counting on them?”, the majority of the Student-Athletes

with 20 respondents answered Fairly Often (4) and 22 respondents from the non-athletes

answered Never (1).

In order to gain inferences about the differences of sense of negative interactions among

Student Athletes and Non-Athletes, the mean score of each respondent from the 4 questions

must be calculated, and the mean scores of Athletes and Non-Athletes must be calculated as

well.

Figure 5.5

Scoring of Negative Interactions

Scoring Interval Interpretation

1 1 - 1.83 Never

2 >1.83 - 2.66 Once in a while

3 >2.66 - 3.49 Sometimes

4 >3.49 - 4.32 Fairly Often

5 >4.32 - 5.15 Often

6 >5.15 - 6 Very Often

The table above shows the appropriate interpretation for the mean scores of

respondents and groups in the Negative Interaction Scale Questions. Since the scale uses a

6-point likert scale, the following formula must be followed to establish the intervals of each

label.

Interval Length = Highest Score - Lowest Score / Highest Score

49
 Figure 5.6

Calculation of Negative Interactions Scale

Respondent There are When I need I feel that There is at Negative

several suggestions there are least one Interactions
people that I on how to people I can person I Score
trust to help deal with a share my know whose
solve my personal most private advice I really
problems. problem, I worries and trust.
know fears with.
someone I
can turn to.

Respondent 1 1 2 2 1.5
1

Respondent 5 6 5 3 4.75
2

Respondent 1 1 1 1 1
3

Respondent 3 4 5 4 4
4

The table above shows the calculation of negative interactions score of each

respondent. The negative interactions score is calculated by finding the mean of a respondent’s

answers on the 4 Negative Interaction Scale Questions. The following is the formula used in

calculating a respondent’s negative interactions score.

Negative Interaction Score = Sum of Answers / Total Questions

In this study, the researchers analyzed the scores by treating a score of 1 as the lowest

sense of negative interaction and a score of 6 as the highest sense of negative interaction.

50
 Figure 5.7

Mean and Comparison of Negative Interaction Score of Student Athletes and Non-Athletes

Score Student Athletes Non Athletes

Average 3.23 2.87

Interpret Sometimes Sometimes

The table above shows the mean Negative Interactions score of Student-Athletes compared to

Non Athletes. A student athlete will have an average negative interactions score of 3.23/6 and a

Non-Student Athlete will have an average negative interactions score of 2.88/6. Both groups

scored normal on the measure which indicates that both groups’ negative interactions appear to

be on the lower side.

51
 Figure 5.8

Percentage of Perceived Negative Interactions

In the question “Do you think participating in sports and athletics will/had exposed you to

frequent negative interactions with others?”, out of all respondents (both student athletes and

non-athletes), 48 have answered “No”, 73 have answered “Maybe”, and 29 have answered

“Yes”. The majority of respondents answered “Maybe” to the question, and the gap between the

number of respondents who answered “No” and “Yes” in this data is quite large. The data

suggests that students are somewhat unsure if athletic participation exposes them to negative

interactions with other people or that students, especially student-athletes may be unaware of

the negative interactions that athletic participation exposes them to. Considering that the mean

score of negative interactions of student-athletes is greater than those non-athletes. The data in

the question above suggests that it is unclear if the negative interactions are really caused by

athletic participation.

52
Perceived Community Scale Questions

Figure 6.1 - 6.4

Questions from Perceived Community Scale

The graphs above show the responses of student Athletes compared to Non-Athletes in

the questions from the Perceived Community Scale. In the statement “I often feel like I belong to

my peer/friend group/s”, the majority of the Student-Athletes with 29 respondents answered

Moderately Agree (5) and Strongly Agree (6) was the answer of the majority of the Non-athletes

with 20 respondents. In the statement “I don’t feel I lack important ties with people outside of my

family”, the majority of the Student-Athletes with 21 respondents answered Moderately Agree

(5) and 29 respondents from the non-athletes answered Slightly Agree (4). In the statement “I

don’t feel a sense of shared values with the people I associate with”, the majority of the

Student-Athletes with 23 respondents answered Slightly Disagree (3) and 23 respondents from

53
the non-athletes answered Moderately Disagree (2). In the statement “I feel like I spend enough

time with people outside my immediate family”, the majority of the Student-Athletes with 29

respondents answered Slightly Agree (4) and 23 respondents from the non-athletes answered

Moderately Agree (5).

The questions from the Perceived Community Scale measures the sense of

belongingness of respondents. In order to gain inferences about the differences of sense of

belongingness among Student Athletes and Non-Athletes, the mean score of each respondent

from the 4 questions must be calculated, and the mean scores of Athletes and Non-Athletes

must be calculated as well.

Figure 6.5

Scoring of the Perceived Community Scale

Scoring Interval Interpretation

1 1 - 1.83 Strongly Disagree

2 >1.83 - 2.66 Moderately Disagree

3 >2.66 - 3.49 Slightly Disagree

4 >3.49 - 4.32 Slightly Agree

5 >4.32 - 5.15 Moderately Agree

6 >5.15 - 6 Strongly Agree

54
 The table above shows the appropriate interpretation for the mean scores of

respondents and groups in the Perceived Community Scale Questions. Since the scale uses a

6-point likert scale, the following formula must be followed to establish the intervals of each

label.

Interval Length = Highest Score - Lowest Score / Highest Score

Figure 6.6

Calculation of Belongingness Score

Respondent I often feel like I don’t feel I I don’t feel a I feel like I Belongingness
I belong to my lack important sense of spend enough Score
peer/friend ties with shared values time with people
group/s. people outside with the people outside of my
of my family. I associate immediate
with. family.

Respondent 1 6 5 3 6 5

Respondent 2 3 5 5 5 4.5

Respondent 3 1 4 1 1 1.75

Respondent 4 3 3 3 2 2.75

The table above shows the calculation of Belongingness score of each respondent. The

belongingness score is calculated by finding the mean of a respondent’s answers on the 4

Perceived Community Scale Questions. The following is the formula used in calculating a

respondent’s belongingness score.

Belongingness Score = Sum of Answers / Total Questions

55
 A respondent’s Belongingness score indicates his/her sense of belongingness. In this

study, the researchers analyzed the scores by treating a score of 1 as the lowest sense of

belongingness and a score of 6 as the highest sense of belongingness.

Figure 6.7

Mean and Comparison of Belongingness Score of Student Athletes and Non-Athletes

Respondents Average Mean

Response Belongingness

Score

Student - Athletes 76 Slightly Agree 4.03

Non Student - Athletes 74 Slightly Agree 3.86

The above shows the mean belongingness score of Student-Athletes compared to Non

Athletes. A student athlete will have an average belongingness score of 4.04/6 and a Non

Student Athlete will have an average belongingness score of 3.85/6. Both groups scored high

on the measure which indicates that Student Athletes and Non-Athletes on average, feel a high

sense of belongingness. Though it is significant to consider that from the study’s data, the

Student-Athletes have a higher sense of belongingness compared to non athletes. This might

indicate a positive effect of athletic participation on a student’s social life particularly on the

quality of a student’s social network.

56
 Figure 6.8

Perceived Effect of Athletic Participation on a Student’s Sense of Belongingness

In the question “Do you think participating in sports and athletics will/had improved your

sense of belongingness to your social circle?”, out of all respondents (both student athletes and

non-athletes), 11 have answered “No”, 51 have answered “Maybe”, and 88 have answered

“Yes”. Having the majority of respondents answering “Yes” to the question, the data shows that

students agree that participating in sports and athletics improve their sense of belongingness.

From this data, the researchers confirm that Athletic Participation improves a student’s sense of

belongingness.

57
Social Participation Measure Questions

Figure 7.1

Frequency of going to sporting events as a spectator

The graph above shows the first item of the social participation measure. The statement

“Went to a sporting event as a spectator(s) with others” indicates how often a student takes

socialization opportunities by watching sporting events. The majority (38 responses) of non

athletes answered “Not at all in the past year” which shows the lowest frequency of social

participation in the said scenario. The majority (32 responses) of student athletes on the other

hand shows a higher frequency of social participation as they answered “1-5 times this past

year” on the statement.

58
 Figure 7.2

Frequency of participating in physical exercises with others

The graph above shows the second item of the social participation measure. The

statement “Participated in other physical exercise or activity with other(s)” indicates how often a

student takes socialization opportunities by participating in physical activities. The majority (27

responses) of non athletes answered “1-5 times this past year” which shows a very low

frequency of social participation in the said scenario compared to the majority (32 responses) of

student athletes showing a very high frequency of social participation as they answered “More

than once a week” on the statement.

59
 Figure 7.3

Frequency of participating in competitive sports

The graph above shows the third item of the social participation measure. The statement

“Participated in a competitive sport” indicates how often a student takes socialization

opportunities by participating in competitive sports. The majority (44 responses) of non athletes

answered “Not at all in the past year” which shows a very low frequency of social participation in

the said scenario compared to the majority (21 responses) of student athletes showing a very

high frequency of social participation as they answered “More than once a week” on the

statement. Though it is important to consider that a significant response (18 responses) from the

student athletes show that they did not participate in competitive sports in the past year .

60
 Figure 7.4

Frequency of going to restaurants/bar/coffeeshops

The graph above shows the fourth item of the social participation measure. The

statement “Went to a restaurant/ bar / coffee shop for a meal, drink, dessert, etc. with other(s)”

indicates how often a student takes socialization opportunities by going into the said places. The

majority (22 responses) of non athletes answered “1-5 times this past year” which shows a low

frequency of social participation in the said scenario compared to the majority (22 responses) of

student athletes showing a higher frequency of social participation as they answered “Once

every two or three weeks” on the statement.

61
 Figure 7.5

Frequency of going to live events

The graph above shows the fifth item of the social participation measure. The statement

“Went to the movies, concerts, plays, performances, etc. with other(s)” indicates how often a

student takes socialization opportunities by going to live events. The majority (30 responses) of

non athletes answered “Not at all in the past year” which shows a lower frequency of social

participation in the said scenario compared to the majority (25 responses) of student athletes

showing a higher frequency of social participation as they answered “1-5 times this past year”

and another 25 respondents who answered “Once a month or every two months” in the

statement.

62
 Figure 7.6

Frequency of doing recreational activities with others

The graph above shows the sixth item of the social participation measure. The statement

“Listened to music or watched TV Shows, videos, etc. with other(s)” indicates how often a

student takes socialization opportunities by doing recreational activities with other people. Both

Student Athletes and Non Athletes showed the highest frequency of social participation in the

said scenario as 32 responses from both groups answered “More than once a week”.

From the items in the social participation measure, the researchers found out that

student athletes participate in social activities more frequently than non-athletes. In the first five

items, the majority of student athletes show higher frequency of social participation compared to

the frequency of social participation of non-athletes. It can also be deduced from the data that

being inclined to sports gives a student more opportunities of engaging in social activities such

as going to sporting events as a spectator, participating in competitive sports and especially

doing physical activities with other people.

63
 CHAPTER V

CONCLUSION AND RECOMMENDATION

This chapter discusses the conclusion and recommendation the researchers have reached for

this study. It ends the study as the researchers reach their conclusions about the said topic and

recommendations for other researchers.

Summary of Findings

In this research, the proponents were able to find out that out of 150 respondents, 76

identified themselves as student-athletes while the rest considered themselves non-athletes

through their scores on the Athletic Identity Measurement Scale. The researchers were able to

find out that student-athletes were able to list, on average, 2 more names in their inner circle

which indicates them having a larger and “strong-ties” oriented social network. From the

Interpersonal Support Evaluation List appraisal items, the researchers were able to discover

that both student-athletes and non-athletes scored high in sense of appraisal from others.

Though their mean scores have a small 0.24 difference, the researchers still took into

consideration that student-athletes had a higher score in perceived appraisal than

non-student-athletes. The perceived community-scale indicated that student-athletes will have

an average belongingness score of 4.03 and a non-student-athlete will have an average

belongingness score of 3.86. Judging from the data, a student-athlete will have a better sense

of belongingness than a non-athlete. Student-athletes and non-athletes scored low on the

negative interactions scale with scores of 3.23 and 2.87 respectively. Though the data does not

indicate if athletic participation causes the student-athletes to have more frequent negative

interactions than non-athletes. From the items in the social participation measure, the

researchers found out that student-athletes participate in social activities more frequently than

non-athletes. In the first five items, the majority of student-athletes show a higher frequency of

social participation compared to non-athletes. It can also be deduced from the data that being

64
inclined to sports gives a student more opportunities of engaging in social activities such as

going to sporting events as a spectator, participating in competitive sports, and especially doing

physical activities with other people.

Conclusion

Based on the data gathered and analyzed, the researchers concluded that athletic

participation had an effect on a student’s social life and a student-athlete had a better social life

than a non-athlete. Student-athletes tend to have a larger social network more focused on

“strong-ties'' relationships than non-student-athletes. The respondents have also agreed that

athletic participation allows them to improve their appraisal and sense of belongingness that

indicates a better quality of social relationships. Student-athletes have also been shown to

engage more frequently in social activities than non-athletes as inclination to sports and

athletics allowed them to have more opportunities to socialize with others. Though

student-athletes scored higher on the negative interactions questions, the majority of the

respondents were unsure if athletic participation causes students to be exposed in negative

interactions with others thus suggesting this negative effect might also be a possible research

gap. Conclusively, the researchers inferred that athletic participation positively affects a

student’s social life as a student’s inclination to sport allows them to have a larger social

network, better quality of social network through improved appraisal and sense of

belongingness, and more opportunities of engaging in social activities.

● H0: Athletic participation will not affect a high school student’s social life

➔ Assumed from the data gathered and analyzed, the researchers claim that athletic

participation does have an effect on a student’s social life.

● H1: Athletic participation will positively affect a high school student’s social life

65
 ➔According to the data gathered, the researchers claim that athletic participation

positively affects a high school student’s social life as student-athletes have a larger

social network, higher scores on appraisal and sense of belongingness, and more

frequent social interactions than non-athletes.

● H2: Athletic participation will negatively affect a high school student’s social life

➔According to the data gathered, the researchers claim that athletic participation does

not have a negative effect on a high school student’s social life as the respondents

indicated an indecision if athletic participation exposed them to frequent negative

interactions.

Recommendation

Students

The researchers recommend students to participate in sports and engage in athletic

participation. The researcher also recommends socializing as it enhances the relationship with

your peers and improves one’s social life.

Teachers

The researchers recommend teachers to inform their students about the benefits of

athletic participation and determine what necessary implications to provide in order for the

teachers to inspire their students to actively participate in sports.

Parents

The researchers recommend parents to support and guide children in managing their

social lives and athletic participation. The researchers also recommend monitoring your children

in their athletic participation and how social lives are affecting their lifestyle.

66
Future Researchers

The researchers recommend future researcher/s who are willing to conduct the same

study like ours, to use this study as their guide to analyze further information and details for their

research, and this will serve as evidence or inference. The researchers also recommend a more

in-depth study on negative interactions and how athletic participation directly affects it.

Experimenting with different research instruments and statistical analysis methods can also be

tried to produce more meaningful data and allow wider interpretations. The researchers believe

it would be beneficial to look at the other factors of social life such as social media by including it

as a factor of a student’s social life.

References

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cts/social-relationships-loneliness-measures/perceived-community.html

Appendices

1. Name: ______________________

2. Grade & Section:

◯ 9 - ZIRCON

◯ 9 - JADE

◯ 10 - DIAMOND

◯ 10 - EMERALD

◯ 11 STEM - Carnelian

◯ 11 GAS - Malachite

◯ 12 STEM - Garnet

◯ 12 GAS - Amethyst

3.

70
4.

5.

6.

7.

71
8.

72
 9.

10

11.

73
12.

13.

14.

15.

74
16.

17.

18.

19.

75
20.

21.

22.

23.

76
24.

25.

26.

77
27.

28.

78
29.

30.

79
Acknowledgments

The completion of the study would not have been successful without the commitment

and the collaboration of the researchers and participants. As well as the sacrifices that have

been made to us are very much appreciated and sincerely acknowledged. We would really like

to take this chance to convey our heartfelt thanks to the following individuals for allowing us to

perform this study:

The Supreme being, God, who is the source of life and the wellspring of wisdom and

knowledge, showered us with blessings throughout our research process by enabling us to

carry out this study.

Mrs. Ronalyn D. Viloria for her unwavering support, advice, constructive criticism,

patience, and gracious sharing of her knowledge and skills with us.

Mrs. Jeannie O. Hosana , Ms. Roschelle Ryan O. Druja, and Mrs. Joy Christie F.

Lanciola for their aid in distributing the study’s questionnaires to respondents.

To the respondents who took the time to fill out the questionnaires by allowing us the

opportunity to effectively finish this research.

80