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The Impact of Involvement in School-Based Athletic Programs THE IMPACT OF INVOLVEMENT IN SCHOOL-BASED ATHLETIC PROGRAMS ON GRADE POINT AVERAGES A Dissertation Presented to The Faculty of the Education Department Carson-Newman University In Partial Fulfillment Of the Requirements for the Degree Doctor of Education By Adam Michael Hughes May 2018 ii Copyright © 2018 by Adam M. Hughes All rights reserved iv I hereby grant permission to the Education Department, Carson-Newman University, to reproduce this research, in part or in full, for professional purposes, with the understanding that in no case will it be for financial profit to any person or institution. Adam M. Hughes May 2018 Abstract Athletics and sports have been studied in-depth over the past several years. However, although research has been conducted on academics, no solid conclusions have been reached regarding the positive or negative effects that athletics has on academics. The researcher gathered data supporting athletic participation and its positive impact on student achievement. The research revealed three ways in which athletics positively impacts student achievement. First, athletics tend to increase academics significantly. Second, exercising before working on academics tends to lessen stress on students. Thirdly, exercising stimulates the brain in a positive way, which allows students to comprehend and retain more information. vi Dedication I dedicate my work first and foremost to my parents. My mother and father have always pushed me to do my best in everything that I do. My mother, Kathy Hughes, has always been very supportive and was a positive influence while obtaining my bachelor degree, masters, educational specialist, and my educational doctorate. My father, Mike Hughes, has constantly encouraged me to push beyond my limits and to become a better person, athlete, and student, my entire life. I would also like to thank my sister, Abigail Hughes, who spent countless hours helping me while pursuing advanced degrees. A tremendous thanks goes out to my 8th grade history teacher, Middle School Baseball Coach, Principal, running partner, lifting buddy, and best friend, Randall Gilmore who has unselfishly helped me throughout my educational endeavors. Table of Contents Abstract…………………………………………………………………………………...v Dedication………………………………………………………………………………...vi List of Figures…………………………………………………………………………….x List of Tables……………………………………………………………………………...x Chapter 1: Purpose and Organization Introduction of Study……………………………………………………………...1 Background of Study……………………………………………………………...1 Statement of Problem……………………………………………………………...2 Purpose of Study…………………………………………………………………..3 Significance of the Study………………………………………………………….3 Theoretical Framework……………………………………………………………3 Research Question ………………………………………………………………..4 Null Hypothesis…………………………………………………………………...4 Hypothesis…………………………………………………………………………4 Delimitations………………………………………………………………………5 Limitations………………………………………………………………………...5 Rationale of Study…………………………………………………………….......5 Definitions…………………………………………………………………………7 Organization of the Document……………………………………………………8 Chapter 2: Literature Review Effects Athletics has on Academic Performance………………………………..10 How Exercise Affects Stress……………………………………………………..18 viii Exercise and the Brain…………………………………………………………...29 Chapter 3: Methodology Introduction………………………………………………………………………40 Population Sample……………………………………………………………….41 Description of Instruments……………………………………………………….45 Research Procedures and Time Period of Study…………………………………45 Data Analysis…………………………………………………………………….46 Test Hypothesis…………………………………………………………………..47 Chapter 4: Results and Data Analysis Z Test Results……………………………………………………………………48 Average GPA for Season vs. Out of Season………………………………….….51 In Seasons vs. Out of Season by Sport…………………………………………..52 Anova Test Results………………………………………………………………53 Chapter 5: Findings, Conclusions, And Recommendations Purpose and Research Design …………...………………………………………55 Summary of the Study……………..…………………………………………….55 Findings………………………………………………………………………….56 Discussion……………………………..…………………………………………57 Conclusion.………………………………………………………………………58 Recommendations………………..………………………………………………59 List of Reference Appendices References……………………………………………………………………….60 Appendices A: Descriptive and Test for Normality…………….……………….78 Appendices B: In Season vs. Out of Season Gender Comparison……………….99 Appendices C: Matched Pairs T-Test…………………………………………..100 x List of Figures Figures Figure 4.1 Average GPA by Category………………………………………………...51 Figure 4.2 In Season vs. Out of Season……………………………………………….52 Figure 4.3 Comparison of In Season GPA by Sport……………………………….….54 Figure 5.1 Average GPA by Gender…………………………………………………..57 List of Tables Tables Table 3.1 Female Participants in Sports………………………………………………42 Table 3.2 Male Participants in Sports…………………………………………………43 Table 3.3 Single Athlete and Multi Sport Athletes……………………………………44 Table 4.1 Z Test for Athlete vs. Non-Athlete…………………………………………50 CHAPTER ONE Introduction and Background of Study With an ever-growing interest in improving academic achievement in the classroom, determining the factors that can boost academic achievement is a top priority in education. Student athletes are particularly interested in the connection between the natural health benefits of exercise and the subsequent improvement in academic performance on standardized tests. Rising attention was dedicated to the short term cognitive benefits of physical activity. With several studies indicating that time away from the desk does not appear to adversely affect academic achievement, a concerted effort in adding small exercise-based breaks into daily classroom activities became a routine practice for many educators (Wittberg, 2012). Research by Wijnsma (2014) indicated that a strong relationship existed between physical activity and increased academic performance. Camp (1990) investigated whether gender played a role in academic performances. Camp found that girls who participated more in student extracurricular activities produced higher grades than their male counterparts. Many questions were raised by researchers with these findings. First, Camp (2011) investigated why girls in extracurricular activities tended to enjoy greater academic achievement than boys. Additionally, Camp (2011) questioned whether marginal academic students should be excluded from extracurricular activities, given the potential benefits of inclusion. While participating in school athletics may help keep students in school and improve their self- esteem there is little evidence that athletics has any effect on academic achievement. Participating in athletics in high school has little to no effect on success in college or in 2 the work force. A study dedicated to dissecting the link between athletics and grades did show an increase in only three specific groups of individuals: rural Hispanic females; suburban black males; and rural white males (Thomas, 1989). Research problem and rationale for study The popularity of youth sports continues to rise as nearly 45 million children and adolescents participate in sports (Merkel, 2013). Seventy-five percent of families in the United States have at least one child participating in sports (Merkel, 2013). Sports participation has a variety of positive impacts of young children such as: improved academic achievement; decreased risk of heart disease and diabetes; improved weight control; enhanced self-esteem; and less psychological dysfunction (Merkel, 2013). Male and female student athletes are more likely to eat fruits and vegetables and less likely to engage in smoking and drug usage; and girls who played sports experienced a reduced risk for breast cancer, osteoporosis, heart disease, were less likely to be depressed, had a lower teen pregnancy rate, were less likely to smoke, and had higher academic goals than those girls who did not participate in sports (Merkel, 2013). Rasberry (2011) stated: “18.4% of United States high school students reported being physically active at least 60 minutes per day for the previous seven days (pg. 2).” Physical activity is a rising issue in the United States due to the lack of emphasis both in the school and in the home concerning the benefits of an active lifestyle. The result was an alarming increase in sedentary youth who often lacked the motivation for physical exercise. Given the increase in sedentary youth, this lack of motivation for physical activity may be mirrored by the students’ academic performance in the classroom. A well-founded relationship exists between physical activity and higher test performance as cited in multiple studies (Rasberry, 2011). These studies, however, failed to specifically test the student athletes in relation to the entire student body. When exercising 60 minutes per day, health benefits such as stronger bones and muscles, endurance, muscle strength, improved self-esteem, and reduced stress all occurred. Strong (2005) added that although recent reviews have summarized the benefits of regular physical activity on the health of youth and its potential for reducing the incidence of chronic diseases that are manifested in adulthood, there was a lack of data in the literature surrounding the factors which boost academic performance. Therefore, additional research is needed in this area to solidify this connection and identify potential factors among student athletes that most dramatically contribute to increasing test performance. Theoretical Framework Other findings also suggested that moderate to vigorous physical activity can also affect the brain in a positive
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