This document summarizes two research articles on motivational factors for sports participation among university student-athletes and the effectiveness of a university's sports program. The first article found that family and friends were the main motivational factors for initial sports participation and career choice among student-athletes. Intrinsic motives like learning new skills were the main drivers for continued participation. Most student-athletes did not intend to pursue professional athletic careers. The second article examined factors correlated with the effectiveness of a state university's sports program. It found the program was more focused on competitive sports than wellness activities. System of incentives for athletes positively correlated with program effectiveness.

1. MOTIVATIONAL FACTORS FOR SPORTS
PARTICIPATION AND CAREER SELECTION OF
UNIVERSITY STUDENT-ATHLETES
Owusu, L., Moses, M.O., Owosu-Boateng, C., Acheampong, I.K., Essaw,
E., Moses, M.K., & Mensah, W. (December, 2018). Motivational factors
for sports participation and career selection of university student-athletes.
Journal of Physical Education Research, Volume 5, Issue IV, 25-32.

2. Background of the study
• Motivation is considered as one of the most important variables in sports
that coaches and athletes agreed facilitates not only sport performance but
also positive sports experiences (Manoucheri, Farshad, & Soltanabadi, 2015;
Vallerand, 2004). According to Breese (1998), motives help individuals to
reach their goals, initiate or modify behaviours. Study showed that motives
often affect a person’s perception, cognition, emotion, and behaviour (Reiss,
2004). Lai (2011) observed that motivation involves constellation of beliefs,
perceptions, values, interests, and actions that are all closely related. As a
result, various approaches to motivation in sports focus on cognitive

3. • According to Houselog (2014), examining the motivational factors of sports
participation can provide student affairs and recreational sports professionals
with information to help strengthen participation in campus recreation. The
identification of motives for sport participation permits the design of more
effective measures that promotes a favorable motivational climate, thus
providing more opportunities for young athletes to achieve their goals,
increase their chances of adherence to sport programs and reduce the
probability of dropout (Guedes & Netto, 2013).

4. • Understanding why college students participate in sports has evolved into an important
research topic because of the numerous benefits (physical, psychological, emotional and
social elements) and developments derive from participation in sports (Houselog, 2014).
Studies investigating the motivational factors for sport participation would enable sports
professionals to identify the reasons that lead young people to begin participating in sports
and the factors that make them remain in active participation (Guedes & Netto, 2013;
Neibert, Huot, & Sexton, 2010). According to Houselog (2014), examining the motivational
factors of sports participation can provide student affairs and recreational sports
professionals with information to help strengthen participation in campus recreation. The
identification of motives for sport participation permits the design of more effective
measures that promotes a favorable motivational climate, thus providing more opportunities
for young athletes to achieve their goals, increase their chances of adherence to sport
programs and reduce the probability of dropout (Guedes & Netto, 2013

5. • Furthermore, in spite of the countless hours of practice and training associated with
optimal sports performance, student-athletes are expected to excel in their academics by the
society, friends and particularly families. Determined student-athletes usually prove to the
society that sports participation should not even be used as an excuse for poor academic
performance. After all the years of working hard to combine sports with academics,
students graduate successfully and presented with different careers options. The big
questions would be: do these student-athletes have the intention of becoming professional
athletes or do they want to pursue careers outside the scope of sports after school? In an
attempt to respond to these national sports challenging questions, this study examined the
motives of university student-athletes to initially participate in sports on campus, continue in
sports participation, and/or choose career in or outside sports while taking sports as part-
time activity after school.

6. Participants of the study
• The study population consisted of all registered student-athletes of Kwame Nkrumah
University of Science and Technology (KNUST) of 2016-2017 academic year. A total of
110 registered student-athletes of KNUST campus who were belongs to the athletics,
basketball, soccer, hockey, tennis, volleyball, handball, netball, table tennis and badminton.
From the sample, 79% of the athlete- students were males and 21% were females. The age
distribution of the participants demonstrated that, majority 72.0% was with ages between 20
and 23 years. The average age was 21.40 ± 0.41 years. With regards to colleges, most of the
participants (26.4%) were from the College of Health Sciences. 14.5% of the athlete-
students had three years playing experience while 0.9% had 11 years of experience. Most of
the participants played basketball and athletics respectively whiles 5.0% were in the Table
Tennis team.

7. Research Design/Tools
• The Sports Motivation Scale (Pelletier et al., 1995) and an adopted career selection questionnaire
were used for data collection. The Sports Motivation Scale (SMS-28) was used to investigate the
motivational factors of the student-athletes. This scale is founded on the principles of the Self-
Determination Theory (Ryan & Deci, 2000). It was designed to assess contextual intrinsic and
extrinsic motivation from a multidimensional perspective as well as amotivation. SMS-28 has
seven sub-scales: intrinsic motivation toward knowledge, accomplishment and experience to
stimulation; extrinsic motivation identified, introjected and external regulation; and amotivation.
Each of the sub-scales has 4 structured items assessed on a 7-point response scale grouped along
the spectrum of does not correspond at all, corresponds a little, corresponds moderately,
corresponds a lot, and corresponds exactly. The Cronbach’s alpha value ranges from 0.74 to 0.80
has been documented (Clancy, Herring, & Campbell, 2017).
•

8. Findings
• Prior involvement of friends and family members in similar sports was the main
motivational factor for initial sports participation (eigenvalue = 2.10) and career choice
(eigenvalue = 2.83). Intrinsic pleasure in knowing more about sport (eigenvalue = 9.29),
discovering new training techniques (eigenvalue = 3.42), learning new training techniques
(eigenvalue = 2.77) and discovering new performance strategies (eigenvalue = 1.58) were the
main motivational factors for continued sports participation. Prior knowledge of desired
career was the main factor influencing career selection process (eigenvalue = 3.92). 72.7%
of the university student- athletes do not intend to venture into professional athletic careers
after school. Student-athletes are majorly motivated by friends and family members. Their
engagement in sports on campus is driven by intrinsic motivation.

9. CORRELATES OF EFFECTIVENESS OF SPORTS PROGRAM
OF STATE UNIVERSITY IN CENTRAL, LUZON
PHILIPPINES, BASIS FOR POLICY ENHANCEMENT IN
COLLEGIATE SPORTS
Mortejo, A. L. & Mortejo, J. C. (September, 2018). Correlates of
effectiveness of sports program of state university in central, Luzon
Philippines, basis for policy enhancement in collegiate sports. Journal of
Physical Education Research, Volume 5, Issue III, 14- 19.

10. Background of the study
• Considerable controversy exists concerning university athletics. Depending upon
one’s perspective, athletic programs are seen as having important positive, or
negative, effects on universities. (Putler & Wolfe, 1999). The role of intercollegiate
athletics in college has recently become the focus of considerable discussion and
debate. There is a small but growing body of evidence on the impact of athletic
participation on various educational outcomes (Vanover, & DeBowes, 2013). In the
Philippines, the Commission on Higher Education issued memorandum on the
Enhanced Policies on Student Affairs and Services stating that, there shall be a
regular conduct of sports program supporting school athletes and the whole
studentry and that there shall be a mechanism for regular monitoring and evaluation
on the implementation of Student Services (including conduct of sports program)
to ensure sustainability and effectiveness of programs (Cariaga, 2014).

11. Background of the study
• This study attempts to make an assessment of the sports and physical
development programs of a State University in central Luzon Philippines
and examines its strengths and weaknesses, its successes and failures and to
help suggest plans for the future (Trudeau & Shephard, 2008).

12. Background of the study
• The objective of the study was to study what factors correlate to the effectiveness
of sports and physical development program of Bataan Peninsula State University
during the Academic Year, 2014-2015. Specifically, this study was attempted to
answer- What is the profile of sports personnel in terms of gender; no. of years
teaching PE; no of years in sports; educational attainment; specialization; incentives
received; sports trainings/ seminars attended, and number of teaching load. It was
also studied in this study that how may the university related factors be described in
terms of- adequacy of physical and equipment; policies and procedures in selection
of athletes; and system of incentives and benefits. This study also focused on what
is the level of effectiveness of Sports and Physical Development Program of the
university in terms of- number of sports activities accomplished; awards received;
attainments of goals and objectives, and sustainability of the training program.

13. Participant of the study
• This study involved 44 sports personnel such as sports director, sports
coordinator, coaches, trainers, and 138 athletes in all campuses of the
university. Universal sampling is applied with the attained retrieval rate in
athletes’ population of 80.43 %.
•

14. Research Design/Tools
• The study used a mixed method, descriptive cross sectional design and data
was supplemented by qualitative information through Focused Group
Discussion.
• Quantitative: descriptive correlational research design since this attempted to describe,
measure and analyze data to find out the association between sports personnel factors,
university related factors and the level of effectiveness of sports and physical development
of the subject Institution.
• Qualitative: Focused Group Discussion (FGD) and personal interview with sports
personnel and student athletes. For accuracy, records of summary of awards received in
athletic competitions were also gathered for documentary analysis.

15. • The first part of the questionnaire was to be answered by the Sports Administrator
and Personnel only while the second part were filled up by all groups of
respondents. Some items on the first part were adapted from the study of Escartin
(2001) entitled correlates of performance of school coaches in the division of
Bataan. To assess the level of effectiveness of Sports and Physical Development
Program, items in part II of the questionnaire were adapted from instrument of
BPSU OSA in evaluation of sports and extra- curricular activities. Documentary
analysis was also employed to gather data on awards received by the athletes during
the last 3 years.

16. Findings
The result of the study revealed that: Majority of the sports personnel were male,
mostly teaching PE but non-PE majors. Only few have doctorate degree. System of
Incentives and benefits for athletes have moderate positive correlation on the
effectiveness of the program, but qualitative data revealed that all the correlates have
influence on the effectiveness of the university sports program. Selection of athletes in
the university is done through “try-out” strategy only. The sports program of the
university is focused more on competitive sports than on other equally important
activities that would cater to the general student population such as wellness and
fitness activities and conduct of research in sports, wellness and fitness.

17. RELATIONSHIP AND ENGAGEMENT OF JUNIOR HIGH
SCHOOL STUDENTS IN PHYSICAL EDUCATION CLASSES
Andres, E.S., Arafag, E.B., Bulatao, R.R., Cariazo, A.L.M., Castillo, V.C.L.,
Abenoja, A.O., Agpad, C.A.G., & Aviles, L.K. (June, 2019). Relationship
and engagement of junior high school students in physical education
classes. Journal of Physical Education Research, Volume 6, Issue II, 29-38.

18. Background of the study
• Junior High School includes grades 7 to 10 around the ages of 12-15. Students on these
levels are passing through early adolescence, a period of transition and change. This process
requires the student to move from a small and comfortable environment to a bigger and
unfamiliar educational setting. It also implies they have to set up new friendships when peer
acknowledgment is critical (Dillon, 2008). Secondary school is a vital timeframe in an
adolescent’s life. It is at this time that students are making decisions about their course
taking and future educational and career plans. It is also the time when parental authority is
being challenged by peer pressure. Adolescents’ decisions to engage in physical activities are
affected by the social aspects of the activity, including the opportunity for affiliation, being
part of a team, and the social status it offers (Mohammad, Abraham, & Singh, 2011;
Wallhead, 2013).

19. • According to Bandura, Barbaranelli, Caprara, and Pastorelli, (1996),
companions with positive attitudes and behaviors toward education will
permit and show each other to set objectives that incorporate chances to
learn and accomplish. In a situation, which companion models don’t pass on
uplifting states of mind toward adopting, at that point the students observing
these models will not prioritize learning in their own lives. They will figure
out how to organize different objectives.

20. • At the present there seem to be no studies to show the integration of the
different literatures on the physical education relationship and engagement
of junior high school students. Hence, this study was address the questions:
(a) What is the level of physical education activities engagement of the junior
high school students? and (b) What is the level of peer relation and teacher
relation that junior high school students develop among themselves and their
teachers?

21. Participant of the study
• The respondents were the junior high school students of Saint Louis University -
Laboratory High School (SLU-LHS) of the academic year 2017-2018. This study employed
a stratified random sampling wherein the population was divided according to their grade
level and each section per grade level has an equal and independent chance of being
included in the sample.
• The total population was composed of two hundred (200) students, there were fifty (50)
participants per grade level, grade seven (7) to grade ten (10). To be eligible as subjects, the
participants met the following standard: (a) enrolled as junior high school student of SLU-
LHS, (c) must be at the age of twelve (12) to fifteen (15), and (d) must be enrolled in
physical education subject of the school.
•

22. Research Design/Tools
• The study employed a quantitative method in identifying the relationship and
engagement of junior high school students in physical education classes. This
study employed a descriptive design to understand the subject’s taught on the
relationship and engagement of junior high school students in physical
education classes. The descriptive design allowed observing and describing
the behavior of the subject without influencing it. It also focused on the
current status of the subject.
• A questionnaire composed of the Physical Activities and the attributes about
peer relation and teacher relation was used.

23. Findings
• Junior high students have a good level of engagement in doing physical education activities.
Hence, these physical education activities had an impact on the relationship of the Junior
High School students among their peers and their teachers. They play a vital role in
developing and building good relationship towards their peers and their teachers. The study
showed the significance of junior high school student’s relationship with their peers and
their teachers by actively engaging themselves to physical education activities.
• Physical education activities have an effect in developing the social aspect of Junior High
School students. These physical activities serve as ways for Junior High school students to
get a chance to bond and develop good peer and teacher relation. Proper way of involving
junior high school students to physical education activities should be conducted carefully to
ensure and maintain good relationship of junior high school students among their peers and
their teachers.

24. QUALITY OF WORK LIFE AND PRODUCTIVITY OF
PHYSICAL EDUCATION INSTRUCTORS
Dais, S.C. (March, 2018). Quality of work life and productivity of physical
education instructors. Journal of Physical Education Research, Volume 5,
Issue I, 76-88.

25. Background of the study
• Work-life balance is not a myth; it is a reality that has to be achieved for a person to
find satisfaction in every effort he makes. Finding a suitable balance between work
and daily living is a challenge not only to the workers but to the employers as well.
• Quality of work life is a philosophy or a set of principles, which holds that people
are trustworthy, responsible and capable of making a valuable contribution to the
organization. It also involves treating people with respect (Rose, Beh, Uli, & Idris,
2006). In order to have quality of work life, it is not enough to have a job that
generates labor satisfaction. A higher quality of life at work will undoubtedly be
determined by elements relating to better or worse relationships, and trust and
commitment with bosses and/or subordinates (Requena, 2003).

26. • On the other hand, productivity is optimization of resources in order to
produce the customers’ or stakeholders’ requirement at the needed time
(Ledesma-Tan et al., 2001). It is ideally achieved through high performance
and with a sense of personal satisfaction by the people doing the work
(Schermerhorn as cited by Begas (2012). It suggests that people are valuable
organizational resources and managers should provide avenues for the
attainment of the workers’ need to be productive.

27. • Presently the administration in this university is seeing a decrease in individual and
organizational output and efficiency. Despite great investment placed, and reasonable work
schedules as well as professional training, low motivation, low efficiency and low
productivity are evident among the faculty due to absenteeism, movement, resignation,
health issues and early retirement. The Office of the Vice-President for Academic Affairs as
well as the Director of the Students’ Affairs and Services disclosed that a number of faculty
had been complaining about teaching overload, lack of classrooms, poorly ventilated
classrooms, lack of sports facilities, and temporary or contractual status. Others also had
complained about lack of financial support in pursuing their graduate and post graduate
degrees. Such problems can be some of the factors why their performance as faculty is
deteriorating. It has been noted that the smallest population in every institution of the MSU
system are the physical education instructors. There is less financial support in physical
education and sports which, in turn, may have affected productivity.

28. Participant of the study
• The regular PE instructors of Mindanao State University system served as
the respondents of this study
• This included the PE instructors of the following 11 campuses.
• Total enumeration was used in determining the respondents of this study.

29. Research Design/Tools
• The researcher employed the quantitative and qualitative method of research.
• The quantitative method was used to know the relationship between quality of work life and
the productivity in terms of instruction, research and community service and the P.E.
instructors profile. The qualitative method used the Key Informant Interview (KII) to look into
the perceived factors that may influence the quality of work life and productivity of the P.E.
instructors.
• The data were gathered through a modified research instrument on quality of work
life and productivity of the PE instructors. A correlation analysis was utilized in
order to determine the significant relationship between the variables of the study.

30. Research Design/Tools
• The following indicators were used as measuring factors: the quality of work life includes
adequate and fair compensation, safe and healthy environment, development of human
capacities, growth and security, social integration, constitutionalism, total life space, and
social relevance.
• These indicators were extracted from the study of Reza et al. (2013) which utilized
Walton’s Quality of Work Life Questionnaire and the indicators for the faculty
productivity will be instruction, research and community service.

31. Research Design/Tools
• The instrument used in gathering data in this study was composed of four parts.
• The first part includes the personal profile of the respondents
• The second part utilized a standardized instrument of Walton’s Quality of Work
Life Questionnaire - a 34-item standardized
• The third part was a researcher made questionnaire on the productivity of the PE
instructors
• In addition, another 3-item questionnaire was also administered to the P.E.
instructors and chairperson of the P.E. department for the secondary data. These
questions were included in the questionnaire. Another set of questions were asked during the oral
interview through phone calls. The recorded answers to these questions were used as evidence or proof to
validate the perceived answers of the faculty about their quality of work life and productivity.
•

32. Findings
• The findings showed that PE instructors had high satisfaction on their quality of work life in all w
except in total life space. Nevertheless, out of eight indicators, growth and security and safe and
healthy environment were rated with the lowest satisfaction. These were the two indicators that
need to be paid attention to. They viewed that there was an inappropriate use of technology in the
task, the work conditions were not that conducive, and there was lack of security equipment, and
individual and collective protection. On the other hand, they were not very much satisfied on the
opportunities provided for professional growth like providing scholarships and assistance in
pursuing their graduate studies. Moreover, they were not very much satisfied with the incentives
that they received from the institution.
• The findings showed that PE instructors performed well in instruction, research and extension.