A Comparative Study of the Factors Influencing Sport in Public and Private Sector Universities of Khyber Pukhtunkhwa Pakistan DE

A Comparative Study of the Factors Influencing Sport in Public and Private Sector Universities of Khyber Pukhtunkhwa Pakistan

Syed Zia-Ul-Islam

Registration number: 1100-Pedu-2002

A thesis submitted in partial fulfillment of the requirements for the degree of Ph.D in Sports sciences and physical education

DEPARTMENT OF SPORTS SCIENCES AND PHYSICAL EDUCATION GOMAL UNIVERSITY DERA ISMAIL KHAN PAKISTAN March, 2018

CERTIFICATE OF APPROVAL FROM THE SUPERVISORY COMMITTEE We, the Departmental Supervisory Committee, hereby certify that the contents and form of dissertation is submitted by Syed Zia-ul-Islam, Ph.D, Sports Sciences and Physical Education were checked and found satisfactory. As per directions of the Higher Education Commission, the dissertation of the student was checked for plagiarism in which 10% similarities were found as per report attached here to which is within the acceptable range. Thus, the dissertation is submitted for notification.

Supervisory Committee

Name Signature

a) Prof. Dr. Jalil-Ur-Rahman Baloch Supervisor (from the major field)______b) Nil Co-Supervisor (if any) ______c) Prof. Dr. Jalil-Ur-Rahaman Member (from the major field)______d) Prof. Dr. Bhaktiar Khan Member (from the minor field ______

Forwarded by

Prof. Dr. Jalil-Ur-Reham Chairperson/Director ______

Prof. Dr. Bhaktiar Khan Dean ______

THE NAME OF ALMIGHTY

ALLAH THE MOST MERCIFUL

AND

BENEFICENT

Dedication

This Research Study is dedicated

To My

Dear Parents, Family, and Teachers

For Their

Prayers, Patience and Encouragement

List of Contents S. No Description Page No 1. Student’s Declaration………………………………………………. I 2. List of Tables………………………………………………………. Ii 3. List of Figures……………………………………………………… V 4. List of Abbreviations………………………………………………. Vi 5. List of Appendices…………………………………………………. Vii 6. Acknowledgement…………………………………………………. Viii 7. Abstract…………………………………………………………….. Ix Chapter 1: Introduction………………………………………….. 1-10 1.1 Background of the study 1.2 Statement of the problem 1.3 Objectives of the study 1.4 Significance of the study 1.5 Hypotheses of the study 1.6 Limitations of the study 1.7 Delimitations of the study 8. Chapter 2: Review of Literature……..…………………………... 11-75 9. Chapter 3: Research Methodology……….……………………… 76-96 10. 3.1 Design of the Study 3.2 Population of the study 3.3 Sample size and sampling technique 3.4 Instrumentation 3.5 Procedure 3.5.1 Validity of the questionnaire 3.5.2 Pilot testing 3.5.3 Reliability of the questionnaire 3.6 Mode for data collection 3.7 Analytical procedure 3.8 Operational Definition of Variables 3.9 Dependent variable 3.10 Demographic Variables 3.11 Data analysis 11. Chapter 4: Results and Discussion….……………………………. 97-184 12. Chapter 5: Summary, Conclusion, Recommendations……….. 185-198 13. References…………………………………………………………. 199-224 14 Appendixes………………………………………………………… 225-236

Student’s Declaration

I, Syed Zia-ul-Islam do hereby state that my Ph.D dissertation titled “A comparative study of the factors influencing sport in public and private sector universities of Khyber Pukhtunkhwa (KP), Pakistan is my own work and has not been submitted previously by me for taking any degree from Gomal University, Dera Ismail Khan or anywhere else in the country/world.

I understand the zero tolerance policy of the HEC and Gomal University, Dera Ismail Khan towards plagiarism. Therefore I declare that no portion of my Ph.D. dissertation has been plagiarized and any material used as reference is properly cited.

I undertake that if I am found guilty of any formal plagiarism in the above titled dissertation even after award of Ph.D degree, the university reserves the rights to withdraw/revoke my Ph.D degree and that HEC has the right to publish my name on the website on which names of students are placed who submitted plagiarized work.

Name of Student: Syed Zia-ul-Islam Signature______Date______

Name of Supervisor: Prof. Dr. Jalil-Ur-Rahaman Signature______Date______

List of Tables

Table No Description Page No A Detailed Description of Population as a whole of Public and 3.1 Private Sector Universities of KP, Pakistan……………………. 78

3.2 A Detailed Description of Population of Public Sector 78 Universities of KP, Pakistan ………………………………… 3.3 A Detailed Description of Population of Private Sector 80 Universities of KP, Pakistan…………………………………... 3.4 A Detailed Description of 20% sample of Public and Private 82 Sector Universities of KP, Pakistan.…………………………... 3.5 A Detailed Description of 20% sample of Public Sector 82 Universities of KP, Pakistan…………………………………... 3.6 A Detailed Description of 20% sample of Private Sector 84 Universities of KP, Pakistan…………………………………... 3.7 Total returned responses of the selected sample from both the 85 public and private sector universities of KP, Pakistan.………... 3.8 Options, Codes and Weight of Likert type scale………….…... 86

3.9 Alpha reliability coefficient of the individual items of the 89 questionnaire…………………………………………………. 3.10 Alpha reliability coefficient of the questionnaire sub heading 90 having different items………………………………………… 3.11 Alpha reliability coefficient of the main two portion i.e. external 91 and factors …………………………………………… 3.12 Hypotheses and statistical techniques………………………… 93 Showing the perception of athletes and director sport of public 98 4.1 sector universities regarding the influence of first-aid upon university sport ………………………………………………. Showing the perception of Public sector Universities Athletes 100 4.2 and Director Sport regarding the influence of Coaching and Training upon University Sport ………………………………. Perceptions of public sector university athletes and director 102 4.3 sport regarding the influence of incentives to athletes on university sport……………………………………………….. Perceptions of public sector universities athletes and director 104 4.4 sport regarding the influence of the interest of university authority upon university sport……………………………….. Perceptions of public sector universities athletes and director 106 4.5 sport regarding the influence of sport facilities upon university sport…………………………………………………………… 4.6 Perceptions of the public sector universities athletes and 108 director sport regarding the influence of academic engagement

of the athletes upon university sport………………………….. Perceptions of the public sector universities athletes and 110 4.7 director sport regarding the influence Media upon university sport……………………………………………………………. Perceptions of the public sector universities athletes and 112 4.8 director sport regarding influence of Law and Order Situation upon university sport…………………………………………… Perceptions of the public sector universities athletes and 114 4.9 director sport regarding influence of Family upon university sport……………………………………………………………. Perceptions of the public sector universities athletes and 116 4.10 director sport regarding influence of Socio-Cultural Limitation upon university sport…………………………………………… Perceptions of the private sector university's athletes and 118 4.11 director sport regarding influence of first-aid upon university sport……………………………………………………………. Perceptions of the private sector universities athletes and 120 4.12 director sport regarding influence of coaching and training upon university sport…………………………………………… Perceptions of the private sector universities athletes and 122 4.13 director sport regarding influence of incentives to athletes upon university sport………………………………………………… Perceptions of the private sector universities athletes and 124 4.14 director sport regarding influence of Interest of the University Authority upon university sport………………………………... Perceptions of the private sector universities athletes and 126 4.15 director sport regarding influence of Sport Facilities upon university sport………………………………………………… Perceptions of the private sector universities athletes and 128 4.16 director sport regarding influence of Academic engagement of the athletes upon university sport……………………………… 4.17 Perceptions of the private sector universities athletes and 130 director sport regarding influence Media upon university sport Perceptions of the private sector universities athletes and 132 4.18 director sport regarding influence of Law and Order situation upon university sport…………………………………………. 4.19 Perceptions of the private sector universities athletes and 134 director sport regarding influence Family upon university sport Perceptions of the private sector universities athletes and 136 4.20 director sport regarding influence of Scio-Culture Limitation upon university sport…………………………………………… Regression analysis showing the perception of public sector 138 4.21 university respondents regarding the effect of internal factor upon university sport………………………………………….. 4.22 Regression showing the effect of external factor upon university 140

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sport as perceived by the respondents of public sectors universities…………………………………………….. Regression showing the effect of internal factor upon university 141 4.23 sport as perceived by the respondents of private sector universities…………………………………………………….. Regression showing the effect of external factor upon university 143 4.24 sport as perceived by the respondents of private sectors universities…………………………………………….. T-test showing the difference between view point of the public 145 4.25 sectors universities and private sector universities respondents regarding the effect of internal factors upon university sport…. T-test is showing the significance level of difference between 147 4.26 the public and private sector universities respondents regarding the effect of external factors upon university sport……………. T-test showing the Gender wise difference regarding the effect 149 4.27 of internal factors upon upon university sport of the public public sector universities respondent………………………….. 4.28 T-test showing the Gender-wise difference regarding the effect 151 of external factors upon Public Sector University sport………. T-test showing the Gender-wise difference regarding the effect 153 4.29 of internal factors upon university sport as perceived from the respondent of private sector universities………………………. T-test showing the Gender-wise difference regarding the effect 155 4.30 of external factors upon university sport as perceived from the respondent of private sector universities……………………….. T-test showing the difference between the perceptions of the 157 4.31 public sector university’s athletes and director sport regarding the effect of internal factors upon university sport……………. T-test showing the difference between the perceptions of the 159 4.32 public sector university’s athletes and director sport regarding the effect of external factors upon university sport…………… T-test showing the difference between the perceptions of the 161 4.33 private sector university’s athletes and director sport regarding the effect of internal factors upon university sport……………. T-test showing the difference between the perceptions of the 163 4.34 private sector university’s athletes and director sport regarding the effect of external factors upon university sport……………. 4.35 ANOVA showing the dominant factor among the internal 164 factors influencing university sport of KP, Pakistan…………… 4.36 Showing the dominant external factors influencing university 166 sport at KP, Pakistan…………………………………………… 4.37 Showing the dominant among the internal factors influencing 167 sports as perceived by the respondent public sector universities 4.38 Dominant among the external factors influencing sport as 169 perceived by the respondent of public sector universities……..

Showing the dominant among the internal factors influencing 170 4.39 sport as perceived by the respondents of private sector universities……………………………………………………… Showing the dominant factor among the external factors 171 4.40 influencing university sport as perceived by the respondent of private scoter universities……………………………………… 4.41 Showing the hypotheses, statistics, tables, results, and page 173 numbers…………………………………………………………

List of Figures

Figure No Description Page No 3.1 Conceptual Framework of the study..…………………………. 96 4.1 Showing the mean of 8 different item regarding first aid 99 influencing sport in public sector Universities of KP, Pakistan. 4.2 Showing the mean of 15 different items regarding coaching and 101 training influencing public sector University sport…………… 4.3 Showing the mean of 11 different statement regarding 103 incentives to athletes influencing public sector University sport 4.4 Showing the mean of 6 different items regarding interest of 104 university authorities influencing public sector University sport 4.5 Showing the mean of 10 different items regarding sport 107 facilities influencing public sector University sport……………. 4.6 Showing the mean of 12 different items regarding academic 109 engagement of the athletes influencing public sector university sport…………………………………………………………… 4.7 Showing the mean of 8 different items regarding media 111 influencing public sector University sport…………………….. 4.8 Showing the mean of 10 different items regarding law and order 113 situation influencing public sector University sport…….. 4.9 Showing the mean of 10 different items regarding family 115 influencing public sector University sport…………………….. 4.10 Showing the mean of 9 different items regarding socio culture 117 influencing public sector University sport…………………….. 4.11 Showing the mean of 8 different items regarding first aid 119 influencing Private sector University sport……………………. 4.12 Showing the mean of 15 different items regarding coaching and 121 training influencing Private sector University sport…………… 4.13 Showing the mean of 11 different items regarding incentives to 123 athletes influencing Private sector University sport…………… 4.14 Showing the mean of 6 different items regarding interest of 124 university authorities influencing Private sector University

sport……………………………………………………………. 4.15 Showing the mean of 10 different items regarding sport 127 facilities influencing Private sector University sport…………... 4.16 Showing the mean of 12 different items regarding academic 129 engagement of the athletes influencing Private sector University sport…………………………………………….. 4.17 Showing the mean of 8 different items regarding media 131 influencing Private sector University sport…………………….. 4.18 Showing the mean of 10 different items regarding law and order 133 situation influencing Private sector University sport……. 4.19 Showing the mean of 10 different items regarding family 135 influencing Private sector University sport……………………. 4.20 Showing the mean of 9 different items regarding socio culture 136 influencing Private sector University sport……………………. 4.21 Normal P-P Plot of regression…………………………………. 139 4.22 Normal P-P Plot of regression for table 4.22………………….. 141 4.23 Normal P-P Plot of regression for table 4.23…………………... 142 4.24 Normal P-P Plot of regression for table 4.24………………….. 144 4.25 Mean plot showing the dominant internal factors influencing 165 university sport at KP, Pakistan……………………………….. 4.26 Mean plot showing the dominant external factors influencing 166 university sport at KP, Pakistan……………………………… 4.27 Mean plot showing the dominant internal factors influencing 168 public sector university sport…………………………………... 4.28 Mean plot showing dominant external factors influencing public 169 sector university sport………………………………….. 4.29 Mean plot showing the dominant internal factors influencing 170 private sector university sport…………………………………. 4.30 Mean plot showing the Dominant external factors influencing 172 private scoter universities……………………………………..

List of Abbreviations and Definition of terms  Intervarsity Sport Competition: All those Sport activities which held at university level in organized manners among all the Universities of KP.  Internal factors: Those factors which produced or generated from inside the university and influenced university Sport.  External factors: All those factors which generated from outside the university environment and influenced university Sport.  Private Sector Universities: All those universities which are not supported by the Government financially.  Public Sector Universities: Public sector universities are mainly funded by the Government through federal or provincial authorities.  University Athletes: All those students participating in university organized Sport competition  KP: Khyber Pukhtunkhwa  SPSS: Statistical Package for Social Sciences  ANOVA: Analysis of Variance

List of Appendices Appendix Description Page No A Questionnaire..……………………………………………… 222

B Demographics Information of the Director Sport/Athletes… 223

C A Self Developed Questionnaire for Data collection ……… 224

D List of the Public Sector Universities of KP, Pakistan…….. 231

E List of the Private Sector Universities of KP, Pakistan……. 232

F List of the Experts for Validation of Questionnaire……….. 233

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ACKNOWLEDGEMENT Thanks to Almighty Allah, Who bestowed me with the knowledge and spirit required for the completion of this important academic assignment. In addition to that, there are a few names of my respected teachers, colleagues, and friends who deserve my gratitude and compliments with reference to the completion of this work. Amongst them, my humble thanks & compliments are due to my supervisor Prof. Dr. Jalil Ur Rehman Baloch, Chairman Department of Sports Sciences, Gomal University D.I.Khan for his literary supervision and mentoring in the completion of this research.

Special Thanks are also extended to Prof. Dr. Salahuddin Khan, Dr. Mohibullah Khan Marwat ( Department of Sport Sciences & Physical Education, Gomal University DIKhan), and Dr. Liaqat Hussain (Director IER) for their guidance and support during the course of this study.

I am extremely indebted to my colleagues, Mr. Noor Muhammad Marwat,

Mr. Waseem Khan, Mr. Syed Asif Abbas, Mr. Alamgir Khan, and Mr. Hikmatullah for their Cooperation and encouragement in the completion of this literary research work.

I owe a lot of thanks to my friends, Dr. Syed Noor Muhammad and Mr. Abdul Majid for their constant encouragement and helping attitude throughout this project.

Last but not the least I extend bundle of thanks to my parents, brothers, wife, and my children, without their support I would have not been able to complete this research study.

(Syed Zia-ul-Islam)

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A COMPARATIVE STUDY OF THE FACTOR INFLUENCING SPORT IN PUBLIC AND PRIVATE SECTOR UNIVERSITIES OF KHYBER PUKHTUNKHWA (KP), PAKISTAN Abstract: The main objectives of the study were to investigate the effects of internal as well as external factors, differences among demographic attributes of respondents and dig out the most dominant factor influencing university sport in public and private universities of KP, Pakistan. The researcher formulated 20 hypotheses to explore the objectives of the study. Male and female athletes and director sport of the public and private sector universities were taken as population. A representative sample of 20% was taken from both the male and female athletes whereas entire population comprising of 31 director sports from both the public and private sector universities were taken according to Gay (1985) formula. A representative sample of 702 was selected through convenient sampling technique in which male and female athletes were 671 and 31 director sport. A self-developed questionnaire was used for the collection of data. The process of validity, pilot testing, and reliability was made accordingly. The questionnaire was personally distributed among all the respondents. The total 85% returned responses were recorded (573 out of 702) among them, 546 were male and female athletes, and 27 directors sport. The returned responses were analyzed with help of SPSS version 20 and Micro soft Excel. In the first stage the researcher has used the descriptive statistics which indicated the frequencies, percentages, and mean of the responses. Secondly the researcher used inferential statistics to check the formulated hypotheses. The linear Regression was used to check the effect of independent variables upon dependent variable; t-test was used to check the difference between the demographics of the respondents and ANOVA was used to dig out the most dominant among the internal and external factors. On the bases of analyses of data, findings of the study were drawn. The data revealed that all the internal and external factors exist in both type of universities and they have significantly been affecting the university sport both in public and private sector universities of KP, Pakistan(P>0.05). However, the effects of the entire internal and external factors were found greater in private sector universities as compare to public sector universities. In respect of dominant factors among the internal and external factors, both in public and private sector universities, it was concluded that improper coaching and training facilities and academic engagement of the athletes were found the most dominant among the internal factors and family influence among external factors influencing sport in both public and private sector universities of KP, Pakistan. It is recommended that the concerned authorities may ensure the availability of all the facilities to the university athletes to enhance the participation of the students in sport activities at university level.

Chapter 1: Introduction

1.1 Background of the study

Sport is a universal activity and can equally be observed well in the sky, in the deserts, on the planes, on the surface of water and in the mountains. Similarly, the role of sport has also been universal encompassing numerous aspects of one’s life. Its role is multidimensional. While addressing the physical and health problems, it works as a tool of cure in the rehabilitation process and coping with a number of physical, mental, emotional, psychological, and social disorders. Researchers around the globe have conducted various studies about the role of Sport in promoting health and improving individual’s life style. Lidor, Melnik, Bilkevitz, Arnon, and Falk (2005) have concluded that Sport activities have a specific code of conduct which develops punctuality, obedience, respect, care of opponent and obeying the rules and regulation. They have further found that these positive sentiments motivate and attract the common masses to share these benefits of participation in sport by taking active part in the playing.

Participation in Sport activities is one of the prerequisites for maintaining and promoting mental and physical fitness of the participant on the grounds that it helps in the maturation, character building and getting relief and recreation of the stress of everyday life. According to Ekuri., Edim, and Odok,(2014) Sport and maturation are interrelated, because maturation is a period through which individual develop their character and also learn how to face the circumstances like stress for the purpose to pick up the journey of life. According to Wang, Lan, and Wong (2001) participation in Sport activities assists one to be disciplined while during his/her interaction with other people and emergencies which improve the excellence of social life.

Acquisition of positive health is the prime responsibility of every individual irrespective of the gender, social and classical discrimination and for the attainment this prime objective, prompt participation in the physical activities as well as in Sport is considered to most vital tool for this end. According to Chan, Pieter, and Moloney (2003) health and physical fitness is the fundamental human right for every citizen and participation in some sort of sport and exercise is compulsory for every individual who

want to stay physically and mentally fit. Scheuer and Mitchell (2003) stated that expansion of brain attributes are linked with regular physical activity including increased brainy blood flow, enhanced nutrient intake, and better arousal.

Sport activities and educational institutions are closely associated with each other. In educational institutions sport activities have been regarded as extra-curricular activity but with the passage of time, sport activities is now regarded as co-curricular activities due to its vitality and significance in connection to the overall development of an individual. According to Moore and Chudley (2005) all those activities which help in improving the mental level of the student like declamations, dramas and intramural Sport activities are the part of co-curricular activities.

Sport and physical activities are the integral part of general education. Participation in all type of sporting activities contributes in attaining the academic objectives of the students. McKenna and Dunstan-Lewis (2004) claimed that student athlete at university level can achieve their goals evenly in their academic and sporting lives. Wylleman and Lavallee (2004) indicted that the distinctive student-athlete is pursuing a dual career, endeavoring to achieve excellence not only in sport, but also in education and training to prepare for life after sport.

As an educational institution, universities have given due importance among all the educational institutions around the globe. University means universality in which all type of people come from different areas having their own religion, culture, language and different age group for gaining knowledge. In this age the energy and emotions of the university students are considerably higher as compare to other educational institution. According to Nasir and Masrur (2010) at university level such environment should be provided to the student in which work, leisure time, accommodation facilities, social aspect, medical facilities, counseling and social support all are provided in a single environment for the mental and emotional development of students. The author further argued that university is not only a place of education but also is a source of promoting health, wellbeing and to maintain the emotions of the student.

For university students it is much necessary to involve themselves in Sport activities for the positive use of stored energy and to remain physically and mentally

stable. According to Rial, Varela, and Real (2010) that Sport activities is one of the important parts of the university education and university sport have the potential to be considered as important component of education preferably at university level.

Throughout the world at university level Sport activities have been given due importance, even in many countries sport are considered as one of the essential activities for the students. Most of the universities elite athletes represent their country at national and international level in Sport competitions. According to Aquilina (2013) during last twenty years of the Olympic games, most of elite athletes were from the universities and they represented their countries in Sport competition e.g. from Barcelona Olympics 1992 to London games 2012, the author claims that 61% of the athletes were from higher educational system. Similarly in London Olympic games 2012 the representation of the student’s elite athlete in the event of pentathlon was 100%).

Knapp (2011) shows some important figures regarding the participation of university student’s athletes from Australia at Olympic 2004, 2008, and 2012. The author indicated that in 2004 Olympic 112 student-athletes came from 32 universities and won 49 medals. Student-athletes won 19 of these medals i.e. 39% of the total. In 2008 Olympics, 201 student-athletes came from 36 universities and got 46 medals in Beijing. Student-athletes won 26 of these medals, or 57% of the total team. Similarly in 2012 Olympics, 164 student-athletes came from 38 higher education institutions and won 35 medals in London. Student-athletes won 22 of these medals, or 63% of the total team.

Instantly, Pakistan’s performance at the world level has been at its lowest level. In light of the Geo News (2016), Pakistan's Olympics contingent exhibited unsatisfactory performance at the Rio Olympics 2016 held in Brazil. The channel further reported that from the country have more than eighteen hundred million populations only a meager number of the competitors i.e. seven athletes participated in Rio Olympics and none of them even reach nearer to the victory stand. Let us have a quick look at the performance of the Pakistani players one by one. Najma Parveen ended at 70th position among 72 participants in 200 meter race and Shah Hussain Shah, the only hope for any distinction in the Rio Olympic, was outclassed by the Ukrainainin athlete in the second round of Judo competition. Similarly, Minhal Sohail finished at 28th position in the female

Shooting competition out of 52 participants, and Haris Banday and Lianna Swan both competed in 400 meter and 50 meter in the free style swimming and stood at 50th position out of 50 participants and 64th position out of 88 competitors respectively. In addition to that, another frustrating performance was recorded when Mehboob Ali stood at 46th place among 53 athletes in 400 meter race and accordingly, shooter Ghulam Mutafa Bashir even failed to compete in the final round of the 25 meter rapid fire pistol competition at Rio Olympics 2016. In Hockey, the national game of Pakistan, we created new history by not even qualifying for appearance at the arena of Rio Olympic 2016. And above all, it is also worth mentioning to add that Pakistan has not got any Olympic distinction for the last more than two decades.

Keeping in view the above statistics, it can be claimed that in other countries university is one of the most important institution in connection with the production of such athletes to represent their country at international level sport competition. But in Pakistan the participation level of the students in sport activities is considerably low as compare to other countries and do not give due importance to Sport activities at university level. In Pakistan their might be some factors which restrict the university sport participation and also the production of athletes for national and international level.

Varela stated that some factors influenced Sport participation at university level and it is very alarming and sensitive because at university level students are going to shape their future. Claudia (2013) conducted a research study and found that many of the factors influence Sport performance at different stages like initiative stage, developmental stage, mastery and maintenance stage. The author further found that non supportive environment, poor relation of the coach with athlete’s parents, inadequate time, financial instability, poor support of family members can affect the athlete psychologically which lead towards failure and low performance of the athlete. According to Wylleman, Knop, Verdet, and Cecič-Erpič (2007) lack of enjoyment; non recoverable injuries and primacy of academic are the most valid factors that influence Sport participation at university level. White (1998) found that psychological weakness, physical weakness, lack of joy creates mental and physical weakness and lack of satisfaction which can affect the participation of athletes in Sport activities in future. The

present study was conducted in the province of Khyber Pukhtunkhwa situated in the north west of Pakistan.

The present research study was an attempt in light of the previous research study to point out all the factors influencing university sport participation. The nature of this research study was comparative as the study conducted in both public and private sector universities of Khyber Pukhtunkhwa (KP), Pakistan.

1.2 Statement of the problem

In Pakistan the participation of the students in sport at universities level is not up to the mark in connection to produce such kind of athletes to represent their country at national and international level sport competition like other countries. The study in hand was an attempt in the light of the above mentioned reason. The researcher intended to know the influencing factors both in public and private sector universities of KP, Pakistan responsible for low participation in sport activities. In addition to that the researcher also indented to point out the most dominant factor influencing university Sport. The study make to show the comparison of influencing factors with reference to student’s participation in Sport among private and public sector universities. The researcher selected some of the important aspects related to university sport as influencing factor affecting participation level of the athletes. The researcher divided those aspects in to two main factors i.e. internal factors and external factors. The internal factors were included first aid, coaching and training, incentives to athletes, interest of the university authorities, sport facilities, and academic engagement of students. Similarly the external factors included role of media, law and order situation, family influence and socio culture limitations. Apart from the comparison of public and private sector universities regarding influencing factors, the researcher also compared the demographic attributes of the selected population of the both sector universities of KP Pakistan.

1.3 Objectives of the study

The study was based on the following objectives:

1. To investigate that the included factors (internal, external) in the study exist in both public and private sector universities of KP, Pakistan. 2. To examine the effect of external and internal factors influencing organized Sport program at public and private universities of KP, Pakistan. 3. To enlist the dominant factors influencing Sport in Public and Private sector Universities of KP, Pakistan. 4. To determine the relationship among different factors influencing Sport in public and private sector universities of KP, Pakistan. 5. To determine the difference in the factors influencing organized Sport program at the public and private sector Universities of KP, Pakistan. 6. To determine the difference among demographic attributes of respondents regarding the factors influencing organized Sport program at public and private Universities of KP, Pakistan.

1.4 Significance of the study

As an educational institution university has a key role to supply such individuals in the society struggling for the uplifting of all aspects of the society. In the field of sport, the role of universities cannot be ignored, because universities contribute a lot in the production of elite athletes. Apart from the role of universities for the promotion of sport many of the factors also are in active position and adversely affect sport activities at university level. The present study is highly significant as the study pointed out some of the important factors created restrictions in way of university sport. The significance and importance of the present research study can be segregated into different section as elaborated in the following points;

1. The study help to expose the influence of internal factors such as first aid, coaching, and training, incentives to athletes, and interest of the university authorities, sport facilities, and academic engagement of athletes on university level organized Sport activities.

2. The study help to expose the effect of external factors such as role of media, law and order situation, family influence and socio culture limitation on the organized sport at university level in KP Pakistan. 3. The study highlighted the viewpoint of male and female athletes and director sport regarding the effect of different internal and external factors upon university sport which may helpful to pointed out the influential factors affecting university sport. 4. The study will provide information to the masses about most dominant factor influencing university sport which may responsible for the eradication of sport activities in universities of KP, Pakistan. The study will helpful to draw the attention of the masses/ authorities generally toward all the influencing factors and especially towards the most dominant factor influencing university Sport. 5. The study may helpful in uplifting of university sport by attracting the attention of concerned authorities to overcome negatives aspects and promote positives which is highlighted this research study. 6. The findings of the study will also be helpful to provide a base for other researchers to take initiative for other research studies in field of sport and to fill the gap if found in present research study. 7. In the light of the findings and conclusion the researcher some specific enlisted their recommendations. Those recommendations of study will also be very helpful for the future researcher, for university authorities, for the high-up’s of government to take some steps for the elimination of influential factors on sport and as well as for the promotion of sport culture in the universities of KP, Pakistan.

1.5 Hypotheses of the study

Following hypotheses were formulated for this research study.

1. There is a significant effect of internal factors upon university Sport as perceived by the athletes and director sport of public sector universities of KP, Pakistan. 2. There is a significant effect of external factors upon University sport as perceived by the athletes and director sport of public sector universities of KP, Pakistan. 3. There is a significant effect of internal factors upon university sport as perceived by the athletes and director sport private sector universities of KP, Pakistan.

4. There is a significant effect of external factors upon university sport as perceived by the respondents of private sector universities of KP, Pakistan. 5. There no significant difference between the perception of public and private sector universities respondents regarding the effect of internal factors upon university sport in KP, Pakistan. 6. There is no significant difference between the public and private sector universities respondents regarding the effect of external factors upon university sport of KP, Pakistan. 7. There is no significant Gender wise difference regarding the effect of internal factors upon university sport as perceived by the male and female respondents of the public sector universities of KP, Pakistan. 8. There is no Gender wise significant difference regarding the effect of external upon university sport as perceived by the male and female respondents of the public sector universities of KP, Pakistan. 9. There is no Gender wise significant difference regarding the effect of internal factors upon universities sport as perceived by the male and female respondents of private sector universities sport of KP, Pakistan. 10. There is no Gender wise significant difference regarding the effect of external factors upon university sport as perceived by the respondents of private sector universities sport of KP, Pakistan. 11. There is no significant difference between the perception of the public sector university’s athletes and director sport regarding the effect of internal factors upon university sport of KP, Pakistan. 12. There is no significant difference between the perception of the public sector university athletes and director sport regarding the effect of external factors upon university sport of KP, Pakistan. 13. There is no significant difference between the perception of the athletes and director sport regarding the effect of internal factors upon private sector university sport of KP, Pakistan.

14. There is no significant difference between the perception of the athletes and director sport regarding the effect of external factors upon private sector university sport of KP, Pakistan. 15. Academic engagement of the athletes would be the most dominant among the internal factors influencing sport both in public and private sector universities of KP, Pakistan. 16. Family influence would be the most dominant among the external factors influencing sport both in public and private sector universities of KP, Pakistan. 17. Coaching and training would the most dominant factor among the internal factors influencing sport as perceived by the respondents of public sector universities of KP, Pakistan. 18. Family influence would the most dominant among the external factors influencing sport as perceived by the respondents of private sector Universities of KP, Pakistan. 19. In private sector universities sport facilities would the most dominant factor among the internal factors influencing sport as perceived by the respondents of public sector universities of KP, Pakistan. 20. Law and order situation would the most dominant among the external factors influencing university sport as perceived by the respondents of private sector Universities of KP, Pakistan.

1.6 Limitations of the study

Following were the limitations of the study.

1. The researcher was used self-made questionnaires to assess the effect of internal and external factors upon university sport because, there was no any existing standardized questionnaire to collect data from the male, female athletes and director sport. 2. The study was limited to only intervarsity sport as it was very difficult to cover all the organized sport activities being offered at university level such as inter- colleges, inter-collegiate sport competitions.

3. The study was limited to only those athletes who participated in the year of 2017 in university sport.

1.7 Delimitations of the study

The study was delimited to:

1. The study was delimited to only HEC recognized universities only in province of KP Pakistan. 2. The study was delimited to only those athletes recently enrolled and participated in intervarsity sport competitions. 3. The study was delimited to only directors’ sport working at public and private sector universities. 4. This research study was delimited to only 6 internal factors and 4 external factors as a independent variables and only university sport as a dependent variables due to lack of time.

Chapter 2: Literature Review

In this chapter the researcher strived to highlight all the aspects with the help of literature being selected for this research study. Initially the researcher tried to collect the viewpoint of the different researchers about the positive contribution of the sport activities in the life of an individual. After the completion of the above portion, the researcher divided the remaining literature into two main portions, i.e. INTERNAL FACTORS and EXTERNAL FACTORS influencing university sport. The internal factors were further segregated into six small factors, such as (a) First aid (b) Coaching and training (c) Incentives to athletes (d) Interest of the university athletes (e) Sport facilities (f) Academic engagement of the students. Similarly the external factors were divided into four small factors, such as (a) Role of media (b) Law and order situation (c) Family influence (d) Socio culture limitation. So, in this chapter, the researcher focused on two main areas (Internal Factors, and External Factors) to develop a literature with help of other studies already conducted prior to this study.

2.1. Contribution of Sport

Before going into detail discussion about the factors affecting sporting activities, let’s come across of the sport’s contribution in different aspects of the individual. Sport is one of the most pervasive institutions in modern societies and considered as a very effective means which helps in the collective development of an individual. A research study has claimed that sport has emerged in modern societies as an institution with the aim to disseminate and transmit social values (Danish, Forneris, Hodge, & Heke, 2004); Gamage, Suwanabroma, Ueyama, Hada, and Sekikawa (2008). Sport is a prominent social institution, which play a significant role in the socialization of individuals to become effective and productive member of their society (Beamon, 2010).

The values and significance of sport, health, and recreation have always been widespread. The activities of sport, athletics, and recreation have been considering universal activities and their importance have always been recognized. A research conducted by Barber, Stone, Hunt, and Eccles (2005) has affirmed that participation in sport is significantly associated with getting recreation and enjoyment, whereas Sime (2007) has demonstrated that sport and recreational games are the true benefactors of

person with mental tension and toughness. Similar research in the field of sport has claimed that sport and other recreational activities give the sense of freshness and entertainment to participants (Gill, Williams, & Reifsteck, 2017).

The benefits of participation in sport have been praised by numerous research studies in the professional literature. Research studies have indicated that sport and other recreational activities are considered as important sources of fun and enjoyment and an appropriate channel for utilization of exuberant energy (Hughson, Inglis, & Free, 2004; MacPhail, Gorely, Kirk, & Kinchin, 2008). Other similar studies have shown that sport activities provide common link for bring together a school and students body, keep students from dropping out of school and provide a chance to acquire social skills (Coakley, 2011; Flintoff & Scraton, 2001). In addition, D. J. Edwards and Steyn (2008) have endorsed that competitive sport provide self-confidence and self-acceptance. But, unfortunately some references have contended that the personality of the ideal athlete is not the result of any molding process but, instead, can be explained by the careful selection process which takes place at all level of sport (Miller, Ogilvie, & Branch, 2008).

The playground provides an environment to collaborate together for an individual and to compete. First of all, an individual has to compete with the team member, and then collaborate with teams when they compete with other teams. In this regard, sport provides a playing field which in turn provides a place for fairness; develop the spirit of supremacy of rules and regulations, helps in understanding and respect for others and the ability to accept the decision and defeat. According to Min and Jin (2010) participation in outdoor sport helps in the formation of healthy lifestyles virtues and spirit of competitiveness, whereas Riess (2012) has stated that team sport promote the spirit of hardworking, cooperation and brotherhood among its participants. In the same way, games develop boldness and finish the sense of hesitation among the participants (Phillips, 2017).

Choi, Johnson, and Kim (2014) demonstrated that the participation of students in sport competition is contributing to the developmental consequences for a healthy lifestyle, where participants can acquire about physical, social, and cognitive skills. Similarly, Bailey, Hillman, Arent, and Petitpas (2013) have concluded engagement in

sport and other vigorous physical activity is recognized to underwrite a range of constructive results, specifically; physical and mental health and academic performance. In a research study, Telford et al. (2012) has proposed that that the program of competitive sport in educational institutions is considered as an ideal vehicle to promote physical and cognitive development, particularly among the young students in order to achieve such outcomes, whereas teachers also have the opportunity to integrate this into the overall education process. The conduct and participation in competitive sport often produce manifold benefits. In this regard, Bailey et al. (2013) has recognized that such benefits are not independent, but as a replacement for reinforced to each other, whereas Singh, Uijtdewilligen, Twisk, Van Mechelen, and Chinapaw (2012) has found that “in spite of these renowned benefits, it remains a concern that within schools the increasing pressures to improve academic scores often lead to additional instructional time for subjects such as mathematics and language at the cost of time for being physically active”.

Trudeau and Shephard (2008) have detailed that in order to improve the academic achievement, physical fitness, and health of our young people, it is very much obligatory to engage them in various sport and other recreational competitions. A research study conducted by Schilling et al. (2006) have reported that verbal, visual, and kinesthetic learning qualities can be developed and promoted during play facilitates, at the same time as Jonker, Elferink-Gemser, and Visscher (2011) mentioned that characteristics like self- regulatory skills can be developed amongst athletes, particularly through active participation in an institutionalized sport activity. Likewise, Pfeifer and Cornelißen (2010) have established that organized team sport emboldens the development of qualities like, discipline, upturns motivation and confidence, and assists in the teaching and learning skills.

2.2. Internal Factors

Internal factors means all those factors influencing university sport activities among the athletes and are generated from the inside of the university environment, i.e. (a) First Aid

(b) Coaching and Training

(d) Interest of the University Athletes

(e) Sport Facilities

(f) Academic Engagement of the students.

2.2.1 First-aid and its Influence upon University Sport

The provision of the proper facilities to the athletes for sport participation is very much essential to boost up the performance of the athletes. The provision of sport facilities, i.e. playgrounds, Courts, Coaching and Training facilities, First Aid facilities and all types of sport gears are necessary for all kinds of sport activities in all types of educational institutions. The provision of sport facilities helps to reduce the chance of injuries among the athletes and to perform better. In educational institution, university sport has great importance, because the university is one of the main capitals to produce and provide such athletes to represent their country at the national and international level. History of the developed countries shows that their university athletes represented their countries at national and international sport competition

The happening of injuries, mishaps, and accidents are observed from longstanding as the human being himself. Accidents and injuries can occur in the street, on the roads, in the shopping mall and even at home. If we talk about the situation in which physical activities and movement are involved refer to sporting activities. Sport activities are played in the grounds, in the parks, in the gyms and mostly sport activities offer in the educational institutions in which the risk of injuries and accident increases even more during the play among athletes (de Souza & Tibeau, 2008).

Sport activities and injuries are strongly related to each other, because where there is sport, there always be a chance of injuries. But whenever an injury occurs, then it requires proper management. Emergency treatment is essential on the spot to secure the victim from further illness for which the knowledge and basic principle of first aid can never be neglected.

Injuries befall during sport participation are relatively minor in nature as compared domestic injuries. However, injuries always accrue accidently, without warning. Whenever it happens, it needs proper management in the shape of first aid as well as proper medical care. Lacking of emergency treatment may cause serious problems for athletes and for their future (Ransone & Dunn-Bennett, 1999).

During Emergencies or accidental situations, the affected athletes need the provision of emergency treatment otherwise it may cause life threatening complications. The concerned authorities need the availability of first aid resources for managing the emergency demands (Halpin & Dick, 1999). During sport competition in educational institution the general teachers and specifically the physical education teachers, should have to play their role through the awareness and knowledge of first aid. The knowledge about first aid is not only necessary for teachers of physical education, but also equally important for the students. The knowledge of first aid is not only confined to Physical education teachers, but it is necessary for all teachers and students for the provision of emergency treatment in the educational institution as well as in the society at large (Sousa, 2016).

Self-awareness about first aid techniques is also necessary for athletes for managing the critical or emergency situations. Sometime emergency situations may happen, but due to unavailability of first aid resources an athlete may lose his/ her life. To overcome the emergency situations all the required gears of first aid should be available for athletes in the field of play (Stillman II, 2006).

For the implementation of First Aids treatment to manage the injuries in the playground, the basic principle should be kept in mind such as Protection, Rest, Icing, Compression and Elevation (PRICE), and Danger, Response, Airway, Breathing, Circulation (D.R A.B.C). It is necessary for athletes as well as for the health experts to be

aware about these principles First Aids. Effective recovery of sport injuries depends upon the proper use of First Aid techniques on the part of both health experts and athletes (Flegel, 2014).

Both, the educational institutions and teachers are the significant character in the preferment of health and in the prevention of diseases and accidents among the children and adolescents. Similarly, it is very important for teachers and students have a detailed knowledge about the emergency treatments (Olivera, Lion Junior, & Borges, 2015).

Keeping in view the current situation of educational institutions in Pakistan, particularly at university level regarding the delivery of first aid facilities during sport completions, and its effect upon the participation level of athletes, the present study was conducted in the vicinity of district Bannu at the University Science and technology KP, Pakistan. The main theme of the study is to point out the provision of first aid facilities to University athletes during their participation in sport competition, availability of qualified experts of first aid and transport facilities. In this particular study, the researcher also intended to know the perception of director sport and male and female athletes regarding non-availability of first aid facilities and its influence upon sport participation among the university athletes.

2.2.1.i. What is First Aid

In sport activities first aid is the primary or first help that is given to an injured athlete in the playground before formal treatment in the hospital. The main purposes of primary help or first aid are to preserve life, protect the unconscious, prevent injury or illness from becoming worse, promote recovery, and get medical aid.

“The first steps, which can be taken while medical aid is not available, are fundamental for saving a life. To this intervention the second author gives the name of first aid” (de Souza & Tibeau, 2008; Dib & Mistrorigo, 1978; Gonçalves, 1997).

2.2.1.ii. Non-availability of the on-spot First-aid facility during sport competition

Provision on-spot of first-aid facilities contribute a lot to protect the health from injuries and to enhance the performance of the athletes. Injuries during sport activities may lead to a major injury, and millions of the athletes are suffering from sport injury

due to non-availability of initial treatment and safety measures in the playgrounds. Most of the athletes withdraw to participate in sport activities due to injuries and no provision of initial treatment on-spot.

Sport activities are a major cause for injury's occurrence among the athletes and millions of athletes are suffering from injuries due to sport activities just because of non- availability of proper first aid equipment to the athletes. A research study was conducted in the city of Blumenau in 2000 which is carried out in 20 schools regarding the main causes of accidents in educational institutions and the study reveals that 287 accidents were registered in a year, 117 of them occurred in the sport activities due non-availability of first aid facilities (Harada, Puccini, Pedroso, Pereira, & Brêtas, 2007).

That the majority of the injuries befall during participation in recreational sport activities as compared to organized sport activities among the athletes, the author also argued that serious injuries may happen during practice and recreational activities because the athletes keep of extreme contact sport or with people not physically fit for that specific sport activity. The author also highlighted that execution of self-made activities is risky for the athletes, but non-provision of the on-spot equipment and conducive environment in recreational sport carry additional risks (Wong et al., 1999).

The provision of on-spot equipment and facilities for the athletes should be appropriate and according to the development of the athletes. The athletes should also be fully aware about the rules and regulation of the sport competition being offered. The implementation of rules should insure during competition. The athletes should accept as true and remember that the existing and implementation of rules is just for their safety (Repond, 2015).

The above literature indicates that during sport competition in educational institution the deficient provision of on-spot first-aid facilities refrain the athletes from prompt participation in sport activities. The same deficiency of first-aid can lead towards serious health problem among the athletes. So, the proper arrangement of first-aid facilities in the arena of sport should insure to protect participants from any type of unforeseen situations and to enhance the participation level of athletes in sporting activities in an educational institution.

2.2.1.iii. Deficient availability of the qualified experts for first-aid in sport

Availability and Proper guidance of qualified experts lead toward the targeted destination not only in the field of sport, but also in the field of business, banking, education, engineering etc. the role of qualified experts can never be neglected in any field. In the field of sport, the availability of qualified experts is essential for athletes to perform better and to protect them from any type of injuries.

Olympics (2003) that qualified coach should provide to the athletes for maintaining a safe environment during sport competition and also in the session of tanning. The author further strongly recommended that coaches should certify expert in CPR and in First-aid or the helpers be engaged who already have first-aid training certificate, medical athletic training or emergency care certification. The author further indicates that before starting a sport competition the coaches should have to chick the medical status of the athletes and keep the medical record during the competition. There should be a plan for an emergency situation; it will help the coach to prevent the athletes from injuries.

Ignorance or deficient provision of the qualified and certified experts can create problems for the athlete’s health as well as for their performance. Many of the problems are faced to the athletes while participating in sport activities such as provision untrained coaches and inexperienced sport medicine providers. The author further argued that due to poor experts the athletes are not able reach at the winning destination being expected. The author recommended that, provision of the qualified experts may compulsory for better performance during sport competition (Merkel, 2013).

In the City of Hume the sport club and centers point out that 44% center and club always ensured that qualified first aid personnel are on duty during the competition and a further 27 % said that sometimes they have provided the qualified first aid and 28% said that they have never provided it. The author further indicates that some of the respondents have no idea that weather their sport clubs and centers provide qualified experts or not during sport competition (Finch & Hennessy, 2000).

According to (P. E. White, Donaldson, Sullivan, Newton, & Finch, 2016) indicates their policy that, during sport competitions trainers likely play more duties in the arena of sport when there is no one of the medical staff or associated health qualified experts. The author further reported that qualified expert on health care should have to present in the venue of sport competitions to reduce the extra burden from the trainers and coaches, however, it is also necessary for coaches and trainers to keep knowledge about first aid to deal the situation whenever needed in the absence of the qualified medical experts.

2.2.1.iv. Improper handling of injuries in sport competitions and their effect upon athlete’s sport participation

A great relation of tanning (under training and over training) with injury, fitness and performance and the author recommended that the practice of inadequate method for handling the injury during the session of sport and excessive training loads would result to increase the rate of serious injuries, decrease fitness and poor team performance (Orchard, 2012).

The training can affect the performance of an athlete, both positively and negatively in the shape of fatigue and fitness. The ideal and appropriate training load stimulus to the sweet spot and maximize the net performance and potentials of the athletes, while, negative and inappropriate training techniques minimize the performance (Banister, Calvert, Savage, & Bach, 1975).

The Doctors and Physiotherapists are often responsible to manage the player away from injury. Improper handling of the injuries or overuse of the previous injury affects the level of sport participation among the athletes (Gabbett, 2016). Injury is one of the main factors of psychological stress among athletes and most of the athletes attempt to suicide for main five reasons

 Considerable success before sustaining injury  A serious injury requiring surgery  A long, arduous rehabilitation with restriction from their preferred sport  A lack of pre-injury competence on return to sport

 Replaced in their positions by teammates(Towner, Jarvis, Walsh, & Aynsley- Green, 1994).

Previous injury contributes to Osteoarthritis in the players of football. Furthermore the author suggested the following recommendations for appropriate treatment of the injuries

 Awareness level may increase among the elite athletes, particularly the injured athletes to minimize the risk of injury.  Lake of awareness about the proper management of injuries may influence the rehabilitation process of the injured athletes.  The athletes should be aware that high intensity sporting activities potentially be associated with Osteoarthritis.  The author also recommended 30 minutes of activity in a day for the considerable benefits of sport participation (Tran et al., 2016).

In the light of the above collected literature from different research studies, it should be assumed that injuries during sport competition be properly treated and proper implementation of the basic first aid techniques should be kept in mind to revert the injury and improve athlete’s performance. On the other hand, improper handling of the injuries restricts athlete’s performance and over use of the previous injury may generate such conditions for athletes to refrain them from sport activities.

2.2.1.v. Non-availability of the transport facility in sport event

During sport competitions transport is one of the most important portions of the first aid sport facility. Non-availability of the transport in the venue of sport is risky for the health of the athletes. Alabama recommended that, emergency transportation must be present at the in the arena of play and should be considered as important for the situation deemed an emergency or a life-threatening event. Furthermore, in emergency situation time one of the most critical factors for which availability of the transport to safely move and treat the injured person.

According to the Donaldson and Finch (2011) during conduction of sport competition lifts, Carries, appropriate stretcher and ambulance are essential in the

playground for the safe transportation of the injured participant if needed. In addition the author claimed that this is the prime responsibility of the coach and trainer of the concerned team to get confirmation of the above equipment before starting the sport event.

Do (2008) recommend that the transport facility should be available at the arena of sport prioritized to start the event not only for athletes but also for the spectators? Transport facilities should include in the medical plan. The author disclosed that the provision of one ambulance fully equipped during sport competition is the responsibility of the management to meet the emergency situation skillfully.

Keeping in view the light shad of the above studies about the importance of transport facility in the playground it should be assumed that transport is one of the most important part of first aid facilities. It must be included in the emergency plan and should be conformed the status before starting the sport event.

2.2.1.vi. Ignorance of the basic techniques and principles of first aid

The basics techniques and principles play a prominent role to perform certain tasks skillfully according to the needed situation. In sport activities the injury management through the basic principles of first aid are utmost essential to safe the athletes from others health risks in the present and in the future. In first aid treatment the ignorance of the basic principles is very harmful for the athletes' health and for their performance and lead to a very serious problem not only in sport activities but also in the routine activities.

Alabama disclosed that through satisfactory medical assistance; follow up on the basic techniques of first aid, and through other safety measures some of the emergencies may be averted from the sport. The Authority (2011) launch a research project in 2009/10 through its Research Board with the collaboration of Ballarat University to conduct a significant research project, in which they focused to check out the capability and role of the first aid provider and its services to the players of Australian footballers. They focus on the management of injuries and medical emergencies, provide to the players of football in Australia, and have been developed as part of a research project. On

the bases of that research project AFL concluded that more improvement and inclusive requirements are needed for the players of football which will be applied after 2011.

After 2011 the AFL decided on their policy the minimum requirements for qualified sport trainers. At least one competent person should have to present in the venue of sport not only during competition, but also in the partial training and in the session of practice. It was decided that the trainer and first aid provider person must be competent in the following. Some them related to the above heading are as under.

1. That on-field assessment of the injured players, the said person should have to know and follow the principles of STOP (Stop, Talk, Observe, Prevent)

2. Follow the principles of TOTAPS for severe injuries (Talk, Observe, Touch, Active movement, Passive movement, & Skills test – some of which will be completed off the field).

Understanding the priority response in emergency situation and also know that how to adopt the procedure in an emergency, including the (DRSABCD) Danger, Response, Send for help, Airways, Breathing, and CPR and Defibrillation procedure.

The main factors affecting sport participation are over training, ignorance of the basic principles of first aid and improper use of techniques for athlete’s injury (Saragiotto, Di Pierro, & Lopes, 2014).

Keeping in view the above arguments, basic principles and techniques of first aid must be kept in mind otherwise it can be dangerous for the athlete’s health as well as for their participation in sport activities

2.2.1.vii. None or less availability of first aid facility impedes participation in sport

No doubt that first-aid facility plays a key role in the promotion of performance and in the protection of athlete’s health. If proper first aid facilities are not available in the arena of sport, then the performance of the athletes is adversely affected. Injuries in sport and in recreational are one of the most serious problems for the health of the sport community and the required information is not sufficient for the public and athletes regarding the occurrence of injuries in sport competition. The author further discloses that sport injuries have a significant and strong impact on an athlete’s performance occur

in the broad range. The author agreed that serious injuries in the sport can restrict the athletes to participate in the national and international level sport competition (Finch & Hennessy, 2000). Sport injuries can have a momentous influence on contestants across the broad range of sport activities. The author reported that non-availability of proper first aid kit creates opportunity for injuries and may risky for their future and lead to low participation in sport activities among the athletes (Finch & Hennessy, 2000). Keeping in view the above authors indicator, it can be claimed that due injuries and non-availability of first aid facilities for athletes put negative impact upon the participation level of the athletes. Injury refrain the participants to improve their performance at the highest level, i.e. national international level. However, for best achievement in the field of sport proper arrangement of first aid facilities should be insured during competition.

2.2.2. Coaching and Training and its Influence upon University Sport

In this segment of the study, the researcher has made an attempt to encircle the function of the coaching and training services in the promotion of sport among the university athletes. Coaching and training is considered as a central element in connection with the preparation of athletes to reach at the mastery stage and to perform skillfully in sport. According to Blom, Watson II, and Spadaro (2011) and Côté and Gilbert (2009) the basic aim behind the coach and athletes’ relationship is to enhance the skill and performance and to arrive at the victory in the competition.

Coaching and training are of central value in sporting events and positive contribution of the athletes; and if these facilities are not properly streamlined that may affect the athletes’ performance adversely. In view of the available literature the researcher has made an attempt to look at the stance of the sport scientists and experts regarding the influence and vitality of the coaching and training in improving the quality of sport in educational institutions.

2.2.2.1 Behavior of the coach and its effect on athlete's performance

Prior to start a discussion on the above mentioned topic, it is essential to clear the concept about the term coaching. Smith (2010) in Moen (2014) defined the term coaching as “a set of strategies designed to increase the coaches’ ability to influence the behavior

of team members and athletes more effectively”. Therefore, coaches have to concentrate upon their own behavior and abilities to understand the behavior and motivation level of the trainees, as Kristiansen, Tomten, Hanstad, and Roberts (2012) stated that every individual differs from the others in their need and level of approach. A good coach always keeps the uniqueness of every athlete in mind and accordingly plans the strategies to cope the need of each and every athlete and to enhance their performance. The coaches may perform in coordination with their trainees as lack of communication between the coach and athletes results in lack of guidance; and it may portray negative picture for both the coach and the athlete. Becker (2009) revealed that a good coach feels the responsibility to provide proper support and to develop the athletes physically, mentally, and emotionally. Mottaghi, Atarodi, and Rohani (2013) highlighted the coach role in the utilization of an optimal approach for the overall development of the athletes. Generating more pressure on part of coach may cause anxiety among the athletes which affect the performance of the athletes during sport competition.

Positive and good behaviors of a coach play a dominant role in the uplift of sport performance. A negative and unfavorable behavior of a coach influences the performance of the athletes negatively. Kenow and Williams (1999) considered the vitality of the coach’s experience towards the effectiveness of the athlete’s performance. According to the authors, a coach with good experience can successfully lead the athletes towards their targets. Amorose and Anderson-Butcher (2015) disclosed that coaches have either supportive behavior or controlled. Supportive behavior always plays a positive role in the promotion of sport performance among the athletes while controlled behavior of the coach mostly influences the athletes’ sport performance negatively.

According to Bruner, Hall, and Côté (2011) it is broadly recommended that the coach should plays a significant role in the sporting life of young athletes as they have the potential to affect the athletes sporting experiences positively or negatively. Most of the coaches performing their duties in educational institutions may have not updated their knowledge to cover the entire aspects of the athletes and to properly enhance the performance in sport competition. Leite, Coelho, and Sampaio (2011) are of the view that in the initial and developmental stages, some of the less experience coaches can

refine the performance of the young athletes. The authors further explained that in initial stage young athletes are more sensitive in learning to develop their physique, techniques, strategic qualities, and psychological abilities. Cushion, Armour, and Jones (2003) recommended that experience coaches should be involved in the initial and developmental stage of athletes; it may contribute the quality development, strengthen, and lengthen the career of the athletes in the future. Cushion et al. (2003) indicated that coaches are required to educate themselves and get a hold on skills for the proper guidance of the athletes with the help of refresher courses for coaching and particularly the experience acquired to participate in sport competitions as a coach or as an athlete. Serrano, Shahidian, Sampaio, and Leite (2013) checked the hypothesis in their research study that “less experienced coaches possess appropriate knowledge to lead and develop proper sport development of the young players” it appears that the education process of coach i.e. training courses, gaining of experience from the participation in sport events as a competitor or as a coach can help to eradicate all those factors responsible for lowering sport performance.

Siekanska, Blecharz, and Wojtowicz (2013) found in their study that good interaction between the coach and athletes enhance the performance level of the athlete in sport events. In addition to that the author also disclosed that lack of competency and poor interactions of the coach frequently inhibit the progress of the athletes. Zdebski and Blecharz (2004) cited in Siekanska et al. (2013) that many of the factors influences the abilities and achievements of the athletes indirectly. So, for the promotion of the athletes’ performance in sporting activities we should develop interdisciplinary approach.

Short and Short (2005) considered that “Coaching is an art as well as a science.” The authors also revealed that it is essential for a coach to assimilate a bulk of scientific information about their sport event, and impart it into practical training programs. The authors indicated that the success and failure of the sport event totally depend on the coach’s experience, knowledge of the sport event, accessibility of resources and coach’s relationship with athletes.

Szabo (2012) highlighted 10 significant parameters responsible for the failure and success of the sport coaches i.e. Physical abilities, Knowledge (mental abilities), Ability

to transfer the knowledge, Ability to manage different age groups, Pedagogy, To support the athletes, Ready to help, Motivation, Outlook and appearance and Behavior. The author claimed that a coach who completely own the above parameters and translate it in practical training can easily enhance the performance of the athletes; otherwise the coach can’t achieve desirable results.

Bai and Dana (2013) stated that in the field of sport, most of the masses concentrate and offer a premium place to wining point. Therefore the winning coaches are mostly allowed to continue their coaching, while coaches having poor or losing record always asked to leave. This concept leads the people trust on quality coaches and considered the coach who exhibit good behavior and good record of win as compared to those who have been poor and less effective behavior

The above literature indicates that the coach has a tremendous influence upon the level of athletes’ performance. Therefore the coaches are needed to provide proper guidance to the athletes according to the basic principles of the coaching to reach at success point. The sport scientists reveal that good behavior of the coaches with athletes; constantly help the coaches to practically impart their knowledge to the athletes. This helps the athletes to perform better and to achieve success in sport event.

2.2.2.i. Verbal abuse, shouting and insult from the coach

As we discussed earlier about the behavior of the coach, that positive behavior and positive relation of the coach with their athletes bring positive and fruitful result both for athletes and for the coaches. Similarly, negative behaviors of the coaches caused discomfort, lack of motivation among the athletes and also provide a room for the burnout of athletes. Bai and Dana (2013) showed that positive behavior of the coach with athletes has a meaningful result, while the negative behaviors of the coach respond to athlete burnout. The author also indicated that most of the coaches struggle constantly to increase the level of the athlete’s performance and to reach at the success point. In this way some of the coaches, due to lack of technical ability and less attention to athlete’s motivation level, produce athlete’s burnout. Gustafsson, Kenttä, Hassmén, and Lundqvist (2007) disclosed that the negative actions of the coach, punishment, using inappropriate language affect the interest and performance level of the athletes. The author suggested

that coaches are needed to react positive whenever showing feedback to the athletes and should avoid harsh language.

Szabo (2012) stated that coach’s angriness, rigidness, loudness, rudeness, hatefulness, aggressiveness; lack self confidence and lack of knowledge have a strong negative influence upon the level of participation and the level of performance of the athletes, on the contrary, the coach having the qualities like patient, kind, quiet, polite, pleasant, assertive, self-confidence and self-knowledge, etc. has a positive effect on the performance of the athletes. In addition to that the author further argued that the coach is the helper, partner, and supporter of the athletes. Keeping in view the factor of experience, functions, and age differences between the athlete and coach, the author recommended that a coach can be for the athlete a secondary grandfather /grandmother, a secondary father/mother or secondary brother/sister.

Scott, Lockie, Knight, Clark, and Janse de Jonge (2013) stated that overtraining or inappropriate training lead toward athlete’s burn out or drop out. The symptoms of the burn out and drop out appear in the athletes, are dissatisfaction, lack of progress in sport training or competition and chronic injury. The coach should realize the dropout and burnout of the athletes and determined to develop a guideline and construct a career plan to reduce both for dropout and burnout. Amorose and Horn (2001) show in their research that the behavior of coaches depends on their communication skill, positive response and social support, these qualities of coach are highly correlated with satisfaction of the athletes and provide a firm base to improve the performance of their athletes according to the acquired level.

According to Deci and Ryan (2000) the impact of coaching behavior on the wellbeing of athletes is based on self determination theory. Self determination theory is associated with intrinsic and extrinsic motivation of the athletes. The authors argued that according to this theory, the individual’s competency and self determination keep in priority that is related to the intrinsic motivation such as fun and satisfaction of mastery and the extrinsic reasons such as material incentive or social support. Therefore the coaches are needed to aware of the competency, choice and control of the athletes; it will help the coach to avoid negative behavior and to get better results from their athletes.

Yukhymenko–Lescroart, Brown, and Paskus (2015) found that ethical coaching behavior has a positive effect on the team inclusion climate and college choice satisfaction while the abusive behavior of the coach are related to negative outcomes.

Roxas and Ridinger (2016) revealed that some the coaches used emotionally abusive behavior, that includes orally embarrassing remarks and physical aggression like kicking the equipment and exhausted an athlete across and out of practice arena which affect the performance of the athletes. Mallett and Côté (2006) recommended that guidelines should be developed to evaluate and improve the coaches’ behavior. The author suggested that a process should be initiated with the collaboration of the administration to obtain an athletes’ perception regarding the coach’s behavior, then the data gathered from the athletes about coach’s behavior should be summarized and feedback should be given to the coaches accordingly. The authors stated that this process of evaluation the coach’s behavior could be very helpful for coaches, athletes and for the sport programs.

Claudia (2013) highlighted that many of the factors contribute to poor athletic performance related external and internal stressor such as poor athletic performance, a psychological weakness, no support, minimum resources, lack of development, and lack of enjoyment. The author also argued that too much pressure of the coach is also one of the contributing factors related to poor performance of the athletes. Holt and Dunn (2004) cited in Claudia (2013) that positive behavior, proper support of the coach and maintenance of a balanced discipline among the athletes is the key factors for better performance in sport.

Fuller and Unwin (2006) and Felstead, Fuller, Jewson, and Unwin (2011) pointed out some of the key points related to coaching for the development of the athletes at mastery stage, i.e. acceptance of the work with athletes as a challenge, the development of the knowledge and positive interaction with the athletes. Brown (2009) stated that the level of self awareness of every athlete about their goal, ambition, motivation, behavior, interpersonal abilities, and flexibility is varied from one another. In this respect the role of coaching is very much challenging to keep all the aspects of the entire athletes in

surveillance. The author also mentioned that there are many approaches to develop the athletes’ performance but the role of coach is so critical to support the athletes learning.

2.2.3. Incentive to University Athletes and its influence upon the Level Athletes’ Motivation

In this section of the literature, the researcher make an effort to highlight, that in educational institutions rewards and incentive like, traveling allowance to athlete, daily allowance to athletes for sport competition, refreshment to the athletes, cash prizes to athletes, accommodation facilities, reserved sport seats in admission policy for athlete, Scholarships for best athletes and Nepotism/favoritism in selection process etc affect the participation of the athletes in sport activities in educational institutions. The mentioned rewards and incentives affect the motivational level of the athletes negatively when it not properly provide to the athletes. In this regard the researcher tried get the perception of the different researchers with help of their publish materials.

According to Van Heerden (2014) stated that many of the factors influence the intrinsic and extrinsic motivation of the athletes which lead towards low participation in sport activities. The author further added that level of motivation can influence the decision. Furthermore, the area of sport can be improved through offering different awards to the athletes and level of motivation can also be enhanced of the athletes.

Alexandris, Tsorbatzoudis, and Grouios (2002) revealed that athletes in educational institutions participate in sport activities but the motives behind their participation in sport is differ, some of the athletes participate for their intrinsic satisfactions like pleasure and joy while some of the athletes are participated for their extrinsic need like incentive in the shape of future reward etc. So such environment and incentives are needed to provide in educational institutions for athletes to enhance the level of the athletes’ motivation towards sporting activities.

Kingston, Horrocks, and Hanton (2006) someone who is intrinsically motivated is stimulated to participate in sport activities. But external incentives are also necessary for the athletes to motivate. The author further stated that self-determination and

competency is some of the belief of individuals when doing activities that are imposed by intrinsic motivation.

Recours, Souville, and Griffet (2004)argued that attractive environment in educational institutions, like provision of all facilities will play a key role to motivate the students intrinsically for sport participation and also for the mere pleasure. Kilpatrick, Hebert, and Bartholomew (2005) illustrate that it is evident from previous research that enjoyment is the main cause for intrinsic motivation of the athletes to participate in sport activities. Recours et al. (2004) sport motivation contribute in exhibitionism and competition; both are contributing factors to enhance the extrinsic motivation and cooperation and considered a factor contributing to intrinsic motivation of the athletes.

Campbell, Campbell, and van Heerden (2008) claim that one of the motives of the athletes behind their participation in sport is fun and enjoyment, and these are the ingredients of intrinsic satisfaction. The author further claimed that females have a stronger tendency for sociability when they participate in sporting activities

Guedes, Legnani, and Legnani (2013) conducted a study on university level and revealed that university students gave great importance to sport and physical activities when offer them incentives in shape of rewards and distinct facilities.

Williams and Williams (2011) stated that numerous theories have been postulated to explain motivation. The author argued that some of the theories claimed that for student material rewards, wishing to increase their power and respect in the public, conducive environments, appreciation, are the most important sources for motivation. It is the responsibility of the educational institutions to provide proper concentration, incentives, and trainings that positively impact the students and enhance their motivational level.

Palmer (2007) illustrate that motivation is an essential element for the achievement and for attainment of required objective in any field. The author further revealed that sign of motivation in the students are; when they pay attention, take interest, and appear to be happy and excited.

According to Daniels (2010) and Campbell et al. (2008) incentives to athletes in educational institutions play a key role to enhance the level of spots. These incentives may be offering scholarship, job, and financial awards to athletes. The author also claimed that small incentive like gift could be given but these may not affective like financial incentives.

In the light of above evidence it can be said that incentive to athletes develop the motivation level and can increase the level of sport participation in educational institutions among the students. And if the educational institutions do not offer incentive, it may affect the motivation level and sport activities in educational institutions.

Lim et al. (2015) carried their study on sport motives on a big sample size of 2894 Malaysian students. They also gave a consideration to gender, ethnic background, social status, and family structure of these students. Male students appeared to be more active in sport and the study supported the idea that stress reduction and provision of refreshment and entertainment are important motive in sport participation. dan Sukan (2010) listed five motives and ranked the provision of refreshment at number two.

Gavin, Keough, Abravanel, Moudrakovski, and Mcbrearty (2014) collected data from 1885 participants through comprehensive questionnaire in relation to motives for participation in sport and biosocial interest. They also did exploratory factor analysis for intrinsic and extrinsic factors. These factors included provision of refreshment, mental toughness, stress reduction, physical fitness, social interactions, attractiveness, and competitiveness. In the later part of the study they went for giving quantitative values to these motives and on the basis of highest scores they rated stress reduction and provision of refreshment as the top two motives. They explained provision of refreshment among other strong motives such as mental toughness, fun, and friends etc. They are of the opinion that any program designed for enhancing participation in sport needs to keep in focus this motive.

Murphey (2014) studied in length various sport motives. Her sample included many respondents which participated through a survey out of which 579 were selected to obtain primary data. This study revealed that there exist many motives out of which noteworthy are attraction, match fee, fitness, social interactions, refreshment, capacity

building and competitiveness. Studies by Boiché and Sarrazin (2007) and Koivula (1999) clearly indicate that regular participation in sport has positive impacts of physical and psychological health. Physical aspects include fitness, attraction, looks, and increased muscular strength; while psychological aspects include mental toughness, self esteem, vitality, mental energy, and prizes etc. Both of these physical and psychological gains go hand in hand in most of the sport activities.

Kilpatrick et al. (2005) carried out their research on identifying trends and motives for sport participation and exercise among men and women. Their results indicated that major motivational factors for exercise include appearance, stress endurance, and weight management. While in sport major motivational factors appeared to be mental strength, competitiveness, challenge acceptance and social recognition and prizes. They studied motives in several sport and the participants. This study also listed attraction regarding cash prize as one of the important motives behind sport participation. Results of this study also enumerate the relevance of this motive in inspiring people from different walks of life for sport.

Sport attraction through allowances/prizes is a very important pull which motivates people to participate in sport. It is for sure a good reason behind sport-tourism. Ross, Mallett, and Parkes (2015) has listed several aspects of attraction like, cash prize, energy release, reward and enjoyment as motives behind sport-tourism and has tried to explore its characteristics in different scenarios. Sugar (2015) tried to elaborate that why athletes are more successful in life. She concluded that athletes are more attractive which in turn may attract other people to sport by the reasons of wages.

Afsanepurak, Seyed, Rasool, Seyfari, and Fathi (2012) presented their results on analysis of incentives for participation in sport. Their conclusions were based on responses of 350 participants which gave several incentives such as rewards, scholarships opportunities, competitiveness, group work, physical fitness, social energy, and entertainment.

During a study on 130 athletes of Malaysian, Chinese and Indian background, Parnabas, Mahamood, and Parnabas (2013) collected data on level of motives and anxiety. The participants were football players from different but more or less similar age

groups. They also gave consideration to religious and social backgrounds of the participants. On the basis of score active life style stood second on motive priority list of these participants. There were other motives as well such as competitiveness, social status, tourism, cohesiveness, and self esteem. Similar findings are reported in the works of Divine and Lepisto (2005) and S. A. White and Duda (1994).

Delaney (2013) reported active life style as a motive among teenagers to participate in sport. This study supported the view that looking good and attractive is on top of the priorities of teenagers and most of them believe that by participating in sport they can have both. A very relevant study was carried out by Parnabas and Parnabas (2014) on sample size of 231 athletes from different ethnicities. These athletes belonged to Malaysia, China, and India who took part in Malaysian Inter-University Sport Competition. Among various motives, active lifestyle was common to all ethnic groups. Several studies in this regard elaborate that urge for sport and sport related activities among participants is at its highest in early teenage years, which drops as they come of age (Connor, 2003; Fahey, Delaney, & Gannon, 2005; Walsh, 2011)

2.2.4 Interest and attitude of the university authority and its effect upon the university sport

Sport is considered to be one of the prime segments in the routine life of the students in educational institutions. Institutional authorities’ attitude may have positive and negative influence upon the engagement volume of the students in sport activities. In this portion of the literature, the researcher has made an effort to highlight the attitude and interest of the university authorities and faculty members towards sport activities in light of the available literature and different research studies.

Fabiano and Swinford (2004) indicated that among educational institutions, university is the platform that needs a particular setting to engage a greater number of students in sport representing the ages between 18 to 24 years. Yandjou (2011) has pointed out to another important factor that influences the level of participation of the students, in sporting activities. He states that the level of awareness regarding worth and value of the sport, among many students at college and university level is not up to the mark; the university authorities lagging interest in sport events has been adjudged the

reason by the researchers. Albonico (1967) cited in Yandjou (2011), revealed that all the bodies whether they are public authorities, universities, sport clubs or the university sport federations, need to acknowledge and pay due attention to the sporting activities and give it the due status at university level.

Gomes (2009) revealed in his research study that majority of the students at university level prefer to participate in other activities instead of sport. The author further argued that, to ensure the easy access of the students to sport activities, a variety of sport programs need to be offered in the higher education system. Furthermore, patronage of the university authorities regarding student’s involvement in sport can also prove worthwhile for the promotion of sport in higher educational institutions. Forrester, Arterberry, and Barcelona (2006) indicated that it is important for the university administration to create awareness and to enhance the interest of the students in sport activities. The authorities may offer rewards and incentives for such activities, among the student- athletes. As a matter of common observation, the aptitude of the university personnel seems to be very helpful towards the enhancement of sport but very rarely their practical interest can be seen towards enhancing the participation of the students in sport activities and to maintain sporting culture.

Heath, Wilkerson, and Burch Oglesby (2010) stated that the program of counseling should be offered to the students at university level regarding the benefits of sport, and also to make a plan of exercises for the group and for the individuals. The author further indicated that such program of counseling encourages the student-athletes to participate in sport activities with zeal and zest. Olivera et al. (2015) indicated that one of the great impediments is the clash between the calendar/ schedule of the sport competition and the semester examination schedule. This clash discourages the students’ participation in sporting event.

Knapp, McDaid, and Parsonage (2011) illustrates that strong steps should be taken by the university authorities for more investment in the sport programs to encourage regular participation in sporting events among the students. The author also narrated that in the university sport sector, the presence of the professional sport administrative staff may be ensured in addition to the provision of sporting facilities. In

addition to that, the author claimed that sport activities are the excellent investment in eradicating obesity, alcohol and tobacco usage, and also a good mean for promoting health in youth and society.

University of Stirling (2013) constructed a sport enhancing strategy for the years of 2013-2016; the principal objective of the strategy was to develop interest among the students, staff, and other sport participants. They strategized to support the sport at the world level by claiming that the University of Stirling is a center for sport activities and they will provide training centers, bodies of governance, academic experts, coaches and sport administrator to work anywhere in the world. Through working together the universities can play the role as the main hub. It will increase the interest of the student and university staff, which may lead towards strong participation and communication among the students and stakeholders of the university.

Kruger, Dietz, and Murphy (2007) acknowledged, that staff is responsible for the development of sport and physical activities program in colleges, and in the universities. They have the responsibility to encourage the students to read the guidelines of physical activities. Sport activities can be prevented from hurdles, if the staff of the colleges and universities helps the students to read the physical education program and act upon in a skillful manner. In addition to that, if they develop a culture that encourages and support the students’ choice activities, then there is considerable potential to improve sport and physical activities level within the universities and colleges.

Woods, Moyna, and Quinlan (2010) Stated that more than 145,000 people regularly participate in school sport activities in New Zealand among them 10,500 are the school staff other than teachers and 6000 are the school teachers, who supported their students. The author also argued that the role of the head of the institution is the most important for the promotion of sport in educational institutions. Furthermore the head of the institutions should also focus and follow the following points, if they are desirous to develop a sport culture in their institutions.

 Play the role as leader to develop curriculum for physical activities.  Monitor the programs of sport and physical education within the institutions.

 Ensures that all the resources are available for the teaching and learning of the students  Pragmatically setting the institutional goals and targets in relation to sport.  Keep all the aspects up to date with the current practice of the professional development.  Give a comprehensive direction and strong leadership for the sport within the institution to achieve the targeted objectives.  Development and implementation of the professional policy that may help the teachers to support and enhances sport activities in the educational institution.  Provide opportunities for the staff and teacher for their professional development and keep them up to date with current practice.  Ensure that the opportunities offered for sport within the institution are properly monitored.  Make sure that the entire community of the institution is informed regarding sport and physical activities being offered.  Kiganjo and Wasonga (1998) concluded in their study that in Kenyan universities more changes are needed to offer sport and recreational programs and now this is the time for the university administration, teacher, and staff to respond and make a plan for the development of sport culture in the universities. It is also worth mentioning here that the above author also made some recommendations for the enhancement of sport in the universities on part of administration i.e.  The university administration is supposed to carry out a survey of sport and recreational activities based on the interest and need of the students; and on the bases of the findings make necessary arrangement for the promotion of sport and recreation activities.  A mechanism could be established in the university sport structure, to construct coordination among the student-athletes and other respective sections of the university. It will encourage students to participate in sport and recreational activities.  Formulation of the clear objective, the goal and policy for all the sporting activities being offered in the educational institutions and also prepare a written

handbook to publicize and ensure the availability to all the community of the university.  The administration should focus their attention on the role of staff, faculty members who has direct contact with students. It will ensure effective utilization of their management skills for the sport program.  For the encouragement and more involvement of the students in sport activities, the university administration should provide all the facilities, human resources, and financial support, facilities for the transportation and proper coordination and communication.

Merkel (2013) stated that for the provision of better sport’s future to the young athletes, positive and collaborative support of parents, teachers, coaches, health care professional, leader of the organization and politicians are needed. Encouragement of the youngster to participate in sport activities is the need of the day, for which we have to change our policies, like the creation of a positive environment in which the youngsters can flourish and sustain their involvement in sporting events. Organized sport activities are needed to be offered for the students, regardless of Gender, social status, and neighborhood, in addition to that, the author favors the establishment of a formal type of education, positive skill of coaching, training, reduction in injury and also to ensure the presence of the first aid facilities during sport competition within the organization.

Novosadova et al. (2007) revealed that sport is part of education and considered it as non-formal education. In Europe, the European Voluntary Service provides opportunities to the youngster aged between 18 to 30 years for full time voluntary activities according to their will and interest, to express their potentials through which they can improve their skill, personal education, and professional development.

Burton and Raedeke. (2008) illustrated that when administrators, parents, and coaches take interest and are committed to help the young athletes, fruitful result can be achieved from the competition. And when they fail to do so, then the competition becomes a negative experience for both the athletes and the organization. Branch (2011) conversed that the student-athletes at colleges and universities should not be dealt as slaves, i.e. to get benefits from the student-athletes and not to compensate them. The

university authorities keep the student-athletes deprived of their rights, this attitude of the universities and college administration create unfavorable atmosphere for student-athletes that lead towards discouragement and eradicating sport participation in the educational institutions.

The university administration needs to encourage the students to participate in sport activities and take personal interest to boost the students’ interest in sport activities and other co-curricular activities. It is worth mentioning here, that the Vice Chancellor of Government College University, Lahore (2017), Professor Dr Hassen Amir Shah conducted a sport tournament for the university employees in which almost 16 teams participated from the different sections of the university, including librarians, engineering cell, security section, transport section etc. On the occasion of the inaugural ceremony, the Vice chancellor personally participated and spoke highly of the sport. He said that sport must be promoted among all the community of the university as these activities keep our population physically, mentally fit and also enhance the personal abilities i.e., confidence, quality of tolerance and decision power. He also pointed out that sport is the best source to end discrimination among all the community and enhances the quality of cooperation and coordination among the staff and students.

Sawyer et al. (2012) illustrated that sport must be placed in the components of the curriculum of every educational institution and the authority should place greater importance upon such like activities in the institution. Kay (2006) narrated that in educational institutions, gender differences among the staff members also restrict the participation in sport activities, particularly among the young female, due to their family’s religious and cultural beliefs. The administrations of the educational institutions should be cautious over such like issues and make a proper course for sport activities in accordance with their religious and cultural boundaries, and with the consultation of their family members.

Islami, Sangdavini, Zoghi, and Fallah (2013) concluded that physical activities are natural for every human being and may be considered as a foundation for growth, maturity, comfort, and gratification. The author further argued that the human life begins with movement and it can be developed through physical activities and motion. Physical

activities provide a base for the life and those who keep their bodies involved, consistently in physical activities, succeed in their efforts for better survival. In addition, the author also added that currently many facilities are introduced in the shape of mechanical devices and mostly all the human populace prefer to address their problem through the help of mechanical devices instead of manual involvement, as a result, a variety of diseases get rooted in our society just because of non involvement in physical activities. The author captured the suggestion of the world Health Organization (WHO) that educational institutions should develop a standard for the health education that may bring positive changes in the people’s knowledge regarding health. Through such activities, the administration can produce and provide an environment for physical activities and sport. Meaningful engagement and listening to the perspectives of individuals can assist in identifying barriers and actions to address the issue. It is important to gain views and experiences that represent the intensiveness of current participants. It can be of benefit to engage people in the local community, as well as staff and students, to encourage their participation.

Moore (2012) recommended some means for the administration like how to promote sport in educational institutions particularly at higher levels. (a) Well thought- out means to encourage the students to participate, for example, offer them some incentives in connection to participate in sport activities. (b) Make contact with the other staff and student of the institutions who may able to offer their expertise. (c) Fabrication of advertisement to show strong commitments, which may encourage the engagement of the students in sport activities. (d) Motivate the participants to act as role models to add more in sport and enhance the inclusive approach. (e) More space should be allocated in terms of time for sport events to promote sport services for new inductees. (f) An atmosphere should develop in the educational institutions to create opportunities for students to bring them together to identify and discuss the issues confronting them.

Soares, Antunes, Bárbara, Escórcio, and Saldanha (2016) recommended that the entire sport events stand for the betterment of the society and masses and should be supported with philosophy as social cost, with the positive and beneficial return. Sport activities should be considered as public investment. In addition to that, the objectives of

the sport should be established according to the public interest. The means of evaluating should be decided for the said investment to reach at the results. The authorities or administrations should play their supportive role accordingly. Alla and Ajibua (2012) consider physical education and sport activities as a basic part of the students’ education from primary to university level, and at each level of education, there should be a particular structure and design for the smooth conduction of physical and sport activities to achieve a particular goal. The positive attitude and interest of the university administration is very essential in this regard. The author also added that direct communication should be made between sport personnel and Vice Chancellor to resolve the issue well in time, if any, and to increase the level of sport participation among the students.

Ajayi, Ajibua, and Momoh (2009) revealed that the factors responsible for the low or poor participation among the Nigerian athletes in the events of sport were poor guidance of the students, mismanagement, and lack of facilities and non availability of the professional staff. The author recommended that, if the authority formulates a strategy to eliminate the above mentioned factors, the level participation and performance among the university athletes may be enhanced.

According to Alagbu (2010) that sport activities not only important for the students, but also equally important for the lecturers/ faculty members because it is observed that their job was stress inherent and may lead to physical, behavioral and emotional disorder, which can affect the individual health, profession and relationship. The university administration should also pay their special attention to offer sport activities for the staff member to save their life from any kind of stress condition. Eugene and Adline (2016) Concluded in their study that the academic staff particularly female perceive the assignment of lecturing in educational institutions and they agree that they have a need of regular physical activities and sport to remove the negative influence of their stress and can maintain their health condition bitterly with help sport and physical activities.

Coleman, Cox, and Roker (2007) stated that school, college and university administration have the responsibility to support students, build positive attitude toward

sport activities and encourage the students to participate in sport activities in connection to provide all the necessary sport facilities. Walsh (2011) agreed that in most educational organization, poor management, and negative attitude of the authority and poor structure lead to dissatisfaction that restrict the participation of students in sporting activities. Wetton, Radley, Jones, and Pearce (2013) disclose that female students at university level highlighted that the teachers do not give proper attention to female; they claimed that those students who perform well, the teacher praise them more and with poorly performing students the teacher always criticized them. The girls students also exposed that the teachers always give preference to the boys team and also selected the students in their team who they want in advance, this attitude of the teachers make them reluctant to participate in sport activities.

According to Guedes et al. (2013) and Fontes and Vianna (2009) pointed out that in educational institutions, the students aged 18-35 years have a greater risk of sedentary life due to spending more time in the study. The author recommended that sport culture should be introduced in the educational institution and the authority should play prominent role in this regard. Araújo and Dosil (2015) concluded that in educational institutions positive attitude is needed for the motivation of young students towards physical activities and sport. The author also disclosed that if the teachers, father, and mother have a better attitude toward sport and physical activities have also positive influence on their children attitude and can increase the level of participation among the students.

Islam, Hussain, Abbas, and Khan (2014) concluded that institutional barriers are prominently affecting the level of participation among the students. The author further argued that 70% affect on sport in educational institution is due to lack of interest of the head, teachers, mismanagement, and lack of skill staff towards sport activities. Boyle, Jones, and Walters (2008) cited in Islam et al. (2014) stated that lack of awareness, interest and negative behavior of the authority in educational institutions restrict sport participation among the student-athletes.

Christodoulos, Douda, Polykratis, and Tokmakidis (2006) stated that according to planned behavior theory, the nature of the intention is the basic cognitive factor

predicting behavior. So, development in positive attitude and intentions in connection to sport and physical activities is expected to improve the level of sport and physical activities among the students.

S.-U.-D. Khan, Khan, and Zia-ul-Islam (2016) argued that sport and physical activities should be given priority in educational institutions because sport activities develops rest of the qualities among the students specially at college and university.

In the light the statements, arguments, findings conclusions and recommendations of different authors in the above literature, it can be claimed that positive attitude of the concerned authority, the head of the institutions, teachers and other employees can contribute allot to motivate the students towards sport activities and also to enhance the participation level of the students in sport activities I educational institutions. On the bases of the above literature, it can also be assumed that positive attitude of all the faculty members and employees play a vital role to cultivate the performance of their student- athletes to national and international level sport competitions. On the other hand negative/poor attitude of the entire concerned can leads to discourage the students and as result participation in sport among the students may affect negatively. Poor or negative attitude deprives the students-athletes to reap the benefits of sport and also the educational institutes itself as organization as well.

2.2.5 Sport Facilities and its Influence upon university sport.

Students need motivation on part of concerned authorities in the shape of availability of required facilities. Around the globe, university considered the largest institution of education. At University level, students need to be motivated and concentrated on all those activities that divert their attention toward academic activities rather than deviant activities. To motivate and concentrate the attention of the students toward academic activities, it is necessary to engage the students in sport activities. Sport is considered as a tool, that divert the attention of its participants from immoral to moral activities (Gamage et al., 2008).

In an educational institution, students may motivate toward sport activities (Astin, 1984). All kinds of facilities need to be provided to the students for motivating the

students toward sport participation. According to (Gamage et al., 2008) level of sport participation is varying from country to country. The main factor responsible for this reason is that level of availability of sport facilities is different from country to country.

According (Kondric, Sindik, Furjan-Mandic, & Schiefler, 2013) that latent structure of the types of sport students’ motives consisted of six factors (sport, action with friend, popularity, fitness & health, social status, sport events, relaxation through sport.

Despite many health benefits of sport and physical activities, a great number of students refuse to participate in sport activities. So many factors are responsible for the little or no participation of students in sporting events, but the main factors, which looked more serious is motivation of students towards sport activities. Kilpatrick et al. (2005) suggested that students might be motivated towards sport by providing them all types of sport facilities.

Students feel happy and want to participate in sport, if they are facilitated in the shape of availability of ground, courts, kits and financial resources (Anjulo, 2014). Sport activities sharpen the thinking approach of the students. A Student with a good mental approach always shows good academic results and similarly those students having good academic can easily diverts one’s attention toward him/her. According to Lamborn, Newmann, and Wehlage (1992) regular participation of students in sport activities make them physically as well as mentally fit and thus the students having good physical and mental status show good academic results.

Provision of facilities to children on part of parents, teacher, and educational institution play vital role in the promotion of sport activities. In developed countries, level of sport participation is high as compared to developing countries of the world. The main reason of child interest and motivation in developed countries toward sport activities is the availability of sport facilities (Organization, 2003).

2.2.5.i Availability of Ground and Courts Increase the level of sport participation among the students

Optimal performance in sport activities mainly concerned with determination, allocation, and utilization of financial resources. The sport program requires a large

amount of money every year. This is because facilities such as courts and pitches are constructed and maintained for the use of the students. In addition, equipment and supplies such as balls, nets, javelin, rackets, hockey sticks, bats, gymnastic and athletic (track and field) materials require either purchasing, replacement or repairs. Bucher and Krotee (1998) opined that facilities should be planned and constructed with an eye to the future. Too often, facilities are built and out-grown their use within a very short time.

Few years back, Pakistan ruled the worlds of cricket, hockey, snooker, and squash. It is all because of self-confidence, interest, and motivation of the players. Pate, Moffit, and Fugett (1997) stated that it might be impossible to achieve satisfactory results from athletes whose training facilities and equipment are inadequate or of sub-standard.

Availability of sport facilities is the basic need of an athlete. Performance of a player during sporting events totally associated with the provision of facilities. Lacking of facilities may cause the failure during the competition. According to De Bosscher, De Knop, Van Bottenburg, and Shibli (2006) many of sport activities need expensive facilities such as ice skating and swimming). Similarly some sport activities do not really need any facilities (such as cross country running), although having some facilities can make these sport easier, approachable and joyful. Sport activities may indoor and outdoor therefore; facilities are also varying from each other. Godbey (2009) indicated that lack of facilities for both categories of activities adversely affect the performance of a player. The author further stated that proper utilization of available sport facilities also needed for effective outcome of sport activities.

Proper availability as well as utilization of sport facilities also important, the basics facilities of sport includes ground, courts and different of kinds of personal facilities etc. Success of athlete in sport is depend upon the personal motivation in the shape of his spirit of competition and the facilities available and utilized by the athlete (Bale, 2002).

According to Awosika (2003) sport facilities and equipment’s play vital role in overall administrative solution of sport programs. Good programs of sport need the availability of all type of amenities in the shape of

(i) Qualified staff

(ii) Financial resources

(iii) Space

(iv) Sport gears

The author further stated that lacking of all the above stated facilities might cause shortfall of athletic events.

The availability of adequate sport equipments and facilities play a major role in sport development. It would not be important to achieve satisfactory results from athletes, whose training facilities are inadequate or substandard, which in fact will not compliment the work of the coach.

2.2.5.ii Latest Facilities Increase the level of sport participation among the students

Sport participation among students is a public health importance for the purpose to increases the chance of being physically active in adulthood (Telama, 2009). Participation in sport activities provide base to an individual to live healthy and active life. According to Prins et al. (2010) that levels of sport participation are comparatively high among Western adolescents, In the Netherlands it was found that 74% of the adolescents engaged in sport in the first year of secondary education, but that this dropped to 48% two years later.

In order to promote sport participation, it is needed to understand the factors that are associated with sport participation among adolescents. In this respect, environmental factors, such as the availability latest sport facilities or living in a helpful social environment influences upon the performance of many individuals. Availability of latest sport facilities provides a significant role in the promotion of sport performance among students (Brodersen, Steptoe, Boniface, & Wardle, 2007).

According to Ojeme (2000) in the developed countries all latest sport facilities are easily accessible to all participant and resultantly their performance increased to a utmost level. In support of this view, Talabi (1998) opined that most developing countries wish to arrive at the level of developed countries over night. While advanced countries are

placing so much into providing excellent facilities, equipments and conducive environment for athletes, developing countries seems to lag behind in the provision of these facilities and expect their players or athletes to perform best in the international arena. Availability of latest sport facilities and equipment are necessary to determine the standard and the success of a sport program. Latest technological developments can help athletes get better results, and also make sport and physical activity relaxed and more enjoyable for people in general.

Awoma and Gabriel (2017) stated that, provision of satisfactory sport facilities and equipment is important and provides adequate encouragement for the individual to participate in sport activities.

2.2.5.iii Management of Sport Facilities Effect the level of sport participation among the students

Management of sport facilities is dominant factors that influence students’ sport. Participation of the student in sport activities is not only associated with availability of sport equipment’s but it significantly concerned with the maintenance of the available sport facilities.

In developing countries, it is aimless to say that they are lacking sport faculties, but the fact behind the low participation of the masses in sport activities in developing countries is caused by poor or improper management of available sport facilities (Mlama, 1991).

Sport facilities such as ground, court and other infrastructure are necessary to be provided for the students. In many of the educational institutions, facilities are provided to the students, but they are found less involved in sport activities. Many factors are responsible for the little or no participation of students, but the main factor that is seemed responsible is improper or poor management of available of sport fatalities (Neuman, 2013).

Level of students’ participation in sport activities is found little as compared to other developed countries. It is nothing that in Pakistan, there is a lack of sport facilities,

but the main reason behind the little participation of students in sport activities is the improper use of available sport facilities (B. A. Khan, 2013)

2.2.5.iv Lack of Facilities adversely Affect the level of Sport Participation Among the students

Lack of infrastructure is one of the foundation causes of decay in our sport. Consumption of money on construction of huge complexes, like the Pakistan Sport Complex in Islamabad, without emerging an accurate method to use it on an ordered basis has been the actual problem. Such wastage avoids proper operation of the existing infrastructure. There is no point in building more and more stadiums, if you cannot put the existing ones to good use. It is the case that there are a few locations for recreational activities in some of the residential areas of the people in Pakistan. In support of this view, Okakah and Gabriel (2015) stated that facilities and adequate provision of equipment have been identified as the major problems for athletes because they performed better with facilities abroad with those at home.

Our sport infrastructure is begging for changes. From stadiums to sport equipment, the resource is less than the request. A range of indoor sport facilities catering for all age groups, which help to encourage continued participation in leisure and recreation activities and meet, recommended accessibility parameters. In the world very few countries having the most modern and latest equipment for sport participation. Same is the case with Pakistan that no doubt that there is plenty of talent and potential, but the proper use needed appropriate sport gears and equipment for utilizing hidden potentials in proper ways which helps to succeed in any sport other than cricket.

Lack of funds and absence of support from the government is also a cause of decaying sport in Pakistan. There are many who make it to the competitions, but fail to go to a further level because of lack of government aid and cooperation. There are more ‘officials’ and politicians in the selection committees which may cause in unfavorable selection of players due to nepotism. Corruption like in every other field has permeated to root levels, which makes it really difficult for a beginner to look at sport as a career. Develop countries provide sufficient financial resources to sport according to a research study The Backing Australia’s Sporting Ability package in 2001 emphasized

participation also. However, $122 million of the additional funding of over $161 million for a four year period provided to sport under Backing Australia’s Sporting Ability was spent on high performance sport. Good sport programs can function at full effectiveness only when they are supported with effective equipment in good conditions (Aluko & Adodo, 2011).

2.2.6. Academic Engagement of the Students and its Effect upon University Sport.

Sport and extra-curricular activities are related to the improvement of students’ learning, social, practical, psychological skills. These activities help the athletes to handle stress situation(s), and provide them with added advantages to increase their social implementation in the society and towards student’s academic achievements. Sport is amongst the most important parts of the academic calendar of the educational institutions (Veronesi & Gunderman, 2012).

Chuan, Yusof, and Shah (2012) conducted a research study regarding sport involvement and academic achievements and revealed that in Western countries student- athletes have a good support system in their universities and their academic achievement improve because all the students are being provided equal support system. If the above argument proves beneficial then this system should be introduced here too, for academically weak athletes by giving them extra attention, allocate the session of counseling, extra classes and the session of tutorial to help the athletes in picking up their academic grades.

In all types of educational institutions, the academic calendar is prepared for each program throughout the year for the better output of the students. In the academic calendar, sport and physical activities should be kept in priority for the maintenance of good mental and physical health of the students. Muscalu and Dumitrascu (2014) found in their study that sport activities are extremely important for the German students in the universities and hence they follow these as optional courses and training.

Webber and Mearman (2009) conducted a research study upon the students’ sport participation in the educational institutions to know the factors influencing sport participation among the students. The author concluded that students feel time constraints

due to which they are unable to participate in sport activities. The author suggested that the universities may bring changes in the work culture of the institutions to provide more opportunities to the students for participation in different types of sport activities. The researchers claimed in their study that such changes in the university calendar might lead to improve sporting activities in the universities.

Wetton et al. (2013) concluded in their research that different commitments in educational institutions result in time shortage/constraints and in addition; negative attitude of the teachers with students particularly with female, restrict the participation level of the students in educational institutions. Horton Jr (2015) disclosed that Black student-athletes, mostly rely on athletics and use it as a way of access to higher education and also for their future income; as a result black student-athletes tried to balance their academics and game-practice. Generally they are over-engaged from the high expectations of their families to perform better in their professional sport career.

Aries, McCarthy, Salovey, and Banaji (2004) indicated that the majority of the researchers and educationists argued regarding the position and place of sport in educational institutions. Some of them have considered that imperative intelligence and traits take place through sport participation among the students that may not be gained through academic curriculum. The author further argued that sport participation develop interpersonal skills, positive relationships with peers, qualities of leadership in the students and also develop strong commitments in connection to their academic work.

Pasli and Harbalioglu (2014) carried out a study upon some of the barriers that influence sport and recreational activities in the University of Kilis 7Aralık, and disclosed that most of the students do not participate in sport and recreational activities because they have no proper facilities in their educational institution. It was also observed by the above authors in their study that many of the students are unwilling to participate in sport due to financial problems.

Pangrazi and Beighle (2014) suggested that at school level, a system need to be introduced where the children who complete their academic assignment or behave well, should be given time for physical activities and sport out of their academic activities for

fun and enjoyment, and not to use physical activities as a mode of punishment. The resultant will lead to behave well, achieve higher grades in academics and improve the participation in physical activities i.e., sport.

Scott et al. (2013) recommended that researching the factors that influence the academics of the student-athletes may result in motivation of the high-ups of educational institutions to provide chances in abundance not only to the student-athletes but also to the general students.

Clemes and Biddle (2013) revealed that individual characteristics, environment of the educational institutions, home environment, and community, provision of the safer places, and societal norms and values are the factors that influence the active participation of the students in sport and in recreational activities. Huberty, Dinkel, Coleman, Beighle, and Apenteng (2012) concluded in their research study that in educational institutions, promotion of physical activities and providing opportunities for participation in physical activities can increase the level of physical fitness among the students. However, in educational institutions the efforts should be made to train the concerned staff for the maximization of physical activities among the students.

Arnadottir, Gunnarsdottir, and Lundin-Olsson (2009) and Uijtdewilligen et al. (2014) claimed that many of the student-athletes do not participate in sport activities due to their work differences. Zheng and An (2015) the deficient availability of the sport facilities in the educational institution restrict the participation level of the students.

Atwater (2010) exposed in his dissertation the benefits of the support system in the university for student-athletes. The author interview different faculty members and did open discussion to know their attitude regarding the commencement of the supports system in an educational institution for student-athletes. Support system means; provision of the counselors, guiders, and instructor and expansion of the other resources for student-athletes to help in their academic effort. The availability of these facilities should be more that may provide to the other students in the university. The author found that all the faculty members of the university were in favor, that student-athletes make a significant sacrifice for their universities, so the universities have a responsibility to help the student-athletes and provide a support system in a possible way.

Keeping in view the argument of the above authors; sport activities need to be given due weight-age in the academic calendar in the educational institutions for the affirmative growth of all the characteristic of the students.

2.2.6.i Annual system of examination and sport participation of the students

Almost three systems of examination (Annual, terminal and semester system) are, in practice, in the educational institutions of Pakistan. The engagement of the students in academics is also specified according to the examination system introduced by different educational institutions. Hence, sport participation of the students may get affected positively or negatively by the system of examination and engagement of the students in the academic activities. It is the general observation that the annual system of examination has offered more room for the students to participate in co-curricular, including sport activities as compared to semester and term system of examination. Miller et al. (2008) argues that, many of the students are reluctant to participate in sport because they believe that their academic grade will get hampered.

Baker (2008) indicates that most of the students in educational institutions refrain from participating in sport due to their engagement in the study and they believe that they may get involved in the sporting activities when their attention is more needed in the academic activities. Similarly, Derous and Ryan (2008) were in favor that busy schedule of the students in educational institution increases stress and affect their engagement in extra or co-curricular activities. Al-Ansari et al. (2016) found in their research study that almost 50% of students have no time to participate in sport activities due their preparation for the academic examination; in addition, the students considered that participation in sport activities affect their academic performance.

Sitkowski (2008) mentioned in the findings of his Ph.D dissertation that there is a great relation of sport activities with academic improvement of the students. The author added in his study that regular participation in physical activities not only develop physiological aspects, but also improve brain functions. The author also pointed out that

this result may not be generalized, because the study conducted among a specific number (94) of a sample of the overall population.

Benford (2007) stated that student-athletes may think that sport activities have a deteriorating effect on the academics and most of the students stay away from participating in sport activities due to a strong commitment to the academic work.

Castelli, Hillman, Buck, and Erwin (2007) stated that physical fitness and academics of the students has a great relationship and apart from their academic activities i.e. test, assignment and examination the students should also be engaged in physical activities and sport, for securing a better grade in the academics. The author also suggested that the aspects of physical fitness should be considered globally in the educational system.

Dawkins, Braddock, Henry, and Celaya (2008) stated that the elements of sport may be contradictory, opposing, or companionable among the students’ experience, who desire to achieve their objectives. In the black community there is a strong relation of sport in the success of their academics. Scott et al. (2013) disclosed one of the main findings of his study that there was a significant relationship between the student academics and their living arrangement. The author claimed that the student- athletes who lived on campus arrangement have better academic result than those who lived in their house arrangement. The author recommended that student-athletes should have to give priority to live on campus for the better access of academic success.

2.2.6.ii Daily submission of the assignment and tests consume most of the time of the students, which leads towards absentee in the playground

Mostly educational institution keeps their students engage in academic activities such as daily submission of assignments, weekly assessment in the shape of oral and written test, etc., thus the students have no or less time to participate in sport activities. The students are of the thought that involvement in sport activities may put down their commitment towards academics. Meyer (1990); Parham (1993) said that participation in Sport activities demand free time and the students may not divert or sacrifice their attention to the sport due to the demanding situation in their academics. Cantor and

Prentice (1996) indicated that it may be very difficult for the students to devote time to study or earn good grades in their academics while participating in sport activities. Greater involvement in sport activities and less to academic is associated with poor academic grade point average in an educational institution (Simons, Van Rheenen, & Covington, 1999).

On the other hand it is also worth mentioning that Sport activities, offers opportunities to the students in educational institutions to learn the value of joint effort, individual and group responsibility, physical strength and patience, competition, sense of civilization in the society. Sport and extracurricular activities provide a platform to the students; the lesson they learn in the classroom, to apply it in the real and practical situation. Finn, Johannsen, and Specker (2002) and Lamborn et al. (1992) suggests that taking part in sport events increase the sense of engagement and attachment among the students with their school environment, and in that way decrease the chance of failure or school drop-out. So the chances for sport activities should be provided to the students in the University environment.

C. Chen et al. (2017) founded in his research study that educational attainment is one of the factors that influence the interest of the students to participate in sport activities. They spent most of time to gain their educational objectives and have no free time for sport activities.

Chuan et al. (2012) found in their research study that through skillful management of time, effective schedule of the classes in the university, good learning environment and offering attractive incentives can motivate the university athletes to gain good academic record. All the universities having an effective schedule of classes, providing good learning systems and attractive incentives to the athletes can motivate their athletes easily toward academic success.

Providing a system to the student-athletes at the universities that may enable them to manage time skillfully and through using the mechanics in the time management can result in the setting of goals and priorities. Wilson (2009) conducted a research and revealed that balanced co-curricular activities with academic learning may help the students to get cognizant of self-respect, build up the spirit of good student-ship and

attach with the adults in the public in a constructive behavior creating a good state of affairs for all.

Webber and Mearman (2009) unearth that student-athletes are facing to do more work such as study (attending the classes, submission of the assignments, assessment etc). So, due to too much busyness in academics minimized their participation in sport activities.

In an educational institution competent personnel should be given, physical activities and sport can be added in the curriculum and time should be taken from other subjects without risk of obstructing the academic activities. The author also claimed that adding time to academic subjects by taking time from sport and physical programs does not enhance the academic grades of the students (Trudeau & Shephard, 2008).

Keeping in view the above literature, proper time may be given to both sport and academic activities for the balance and overall development of all the aspects of the student athlete’s educational institutions.

2.2.6.iii Teachers and parents stress on academics than sport and extracurricular activities.

No doubt that parents and teachers are the role model for their children/pupils and almost all the children/students follow the instruction of their parents and teachers. Often parents and teachers suppose that the participation of their children/students in sport and in extracurricular activities leads to negative impact on their academics, hence they do not allow their children/students to participate in sport or other social activities.

Reeves (2008) illustrate that parents and teachers might feel fear that participation in sport and other activities may drop their focus from their academics. Involvement in the rehearsal sessions, practice time of sport activities may affect the homework time. The author also argued that students get over-burden and over-scheduled when they are engaged in different types of cultural and social or societal activities and spare less time for class preparation and homework.

Huberty et al. (2012) recommended that educational institutions should consider the engagement of parents in sport activities to encourage their children to be active. The

author also recommended that the teachers should be educated on the aspect to increase the level of participation among the students in physical activities.

According to Thompson (2008) the commitment and involvement of the student in specific activities have a positive impact on academics. Over scheduling of the students not only affect the academics, but also affect the level of commitment which is much more important. Moreover, the author discloses that involvement of the students in too many activities or forcing them to participate, this can lead towards fatigue, stress, and bum-out among the students and may cause disappointments for their parents as well as for their teachers. The author recommended that the balance in the activities for the adolescents need to be offered in the educational institutions.

Chuan et al. (2012) illustrate that obviously parents and teachers attitude affect the participation of the student-athletes in sport activities, if parents and teachers provide positive support to the student-athletes, they can achieve the destination in the shape of good academics.

Edwards (2000) and Harrison (2000) suggested student-athletes perform better academically if they have their parents support. The parents should have to spare some time for the discussion of academic matters, their style of communication and expectations had a greater impact on student athlete’s educational progress. Chuan et al. (2012) recommended that universities should adopt strategies to increase parental involvement in the education system. The author further recommended that the university administration in collaboration with the parents can enhance the achievement of the athletes not only in the academics but also in the field of sport.

Wetton et al. (2013) focused in their research paper that four barriers are prominent restricting the sport participation. One of them is the role of the teacher that restricts sport participation of the student in educational institutions particularly in the girl student. Sport participation is an obvious mean for the students to expand their overall physical fitness and to improve the quality of life (Bloom, Loughead, & Newin, 2008).

Sport activities consume about 20% of energy on a daily basis (Katzmarzyk & Malina, 1998). Another study of Booth, Okely, Chey, and Bauman (2004) reported that

sport participation contribute up to 40% in the energy expenditure of adolescent in Australia. Therefore Wetton et al. (2013) recommended that participation of the students in sport activities in improving both their health and excellence of life. Moriana et al. (2006) endorsed that engagement in sport activities is beneficial for the students and do not harm their academic grades. Sport participation helps in the students' academics with the condition that reasonable and balanced time should be given to both academics and sport activities.

Atwater (2010) indicated that some of the faculty members possess attitudes that student-athletes are poor-standard and not competent to secure satisfactory grad in the academics. They may not be interested in the academic work

2.3 EXTERNAL FACTORS

External factors means, the factors that are generated from the outside of the universities environment such as (a) role of media (b) Law and order situation (c) Family influence (d) Socio culture limitation. In following the above factors are discussed one by one accordingly.

2.3.1. Role of Media and its effects upon University Sport.

As time passes, world is becoming global village. Patterns and ways of communications are altering with the expansions taking place day by day in every aspect of life. Media (social media, electronic media, and print media) is a strong tool for social interaction and connection. Where, it improves family ties and friends in a rich social context, on other side implication of media detract masses from active physical exertion. According to Powell (2017) the word media is an umbrella term which refers to a complex of different online communication applications which are in link with community interactions, sharing of ideas and views and mutual collaboration. These applications are dedicated to different forums, social networking, and social bookmarking. All of these applications are under the umbrella of media.

Social networks like TV, internet, face book, what’s app, twitter, messenger etc are becoming an integral part of our lives because, we use all the above mentioned

communications means for different purposes in our lives. In current age most of the population male and female or youngsters spends their much time on social media and especially students either male or female use more such application for different needs. Social networks like face book, what’s app, twitter, messenger are the main application under the umbrella of social media. It is the fastest growing web application in the realm of social media. It is also becoming major tools for education and entertainment. The human nature is keen on interacting with people and finding common areas and interests by surfing on internet. All these applications have both similar advantages and disadvantages. According to Al-Tarawneh (2014) in the 21st century, media is the top growing web application becoming popular by its excessive use by the mankind. Due to its popularity among the masses and extensive use made it phenomenon of the century.

In the above mentioned study the author claim that media is non to second among the all innovation done in the century. It is the only platform where a huge number of participants are record. It was also explored that among all the social media applications face book topped the race and got huge number of followers and users. In this context the author further said.

Basically there are two different concepts of masses about the use of social media applications. Some of the people in the society opine that social media application is not made for bad deeds. It can be used by the students and teachers as a supporting tool in educational institutions. The second one opinion of the community is about the negative impact or dark side of social media applications on student’s academic and co-curricular activities. Therefore, the negative use of social media is an important factor affecting education as well as other activities in the society i.e different type cultural ceremonies and participation in different type sport activities. Maibach (2007) revealed that social media applications affect the involvement of the children as well as adults in physical activities and sport activities. Walsh (2011) pointed out that social media affect the physical and mental health of the students

2.3.1.i Positive impact of social media application on student’s performance

Social media applications are considered to be important tools for educational support of the students. Now days the use of electronic appliances like computers and the

internet is becoming more and more important in the learning and teaching processes. Also, with the advancement in mobile phones technology it is now become necessary tool for education because all the applications of mathematics, science and many more are collectively added in a single device. Especially smart phones are the best example of the above discussion. It is becoming easier to reach students and even utilize the capabilities of technology.

Use of social media has been created a positive impact on the society. With the help of Internet all the social site and various applications are available which can be access easily, also allow users to converse and interact with each other, to create, edit and share new forms of textual, visual and audio content. It has a vital influence on our live as it helps a lot in every field of life such as political field, economic field and educational field.

2.3.1.ii Adverse impact of social media application on student’s performance

In previous discussion about the importance of social media applications we discussed the plus points of social media use in different walk of life. Especially in the educational system, we studied that social media application have great contributions towards teaching and learning process among the teachers and students. This was the front side of the picture and the results are in our front. Let us see the back side of the picture and let’s discussed the dark side of negative impact of use of social media application on users. Especially students are the main concern of these applications. So as students are more in touch with these applications that is why students are more at risk as compare to other populations who get more and more chances of destruction.

The above discussion indicates that it is very important and very necessary to pay special attention towards that issue for example, excessive use of social media applications by students. The author tried to divert our attention towards the control of excessive use of social media applications. So students are advised to control themselves from excessive use of social media application. Social media applications should be used wisely in order to save their productive time in and after class room. Different researchers claimed that uses of social media applications are very harmful for the student’s academics.

Lines (2000) states that, those that spent time among teenagers, they are supposed to found of playing sport. According to this published report the reporter claim that children in the united state likes to watch, listed, read and discuss about sport. Among the boys of this county, making the interaction between young generation and sport by using medial is a universal fact. It is noted and a remarkable 98% of youngsters use any one type of sport media. Girls are far behind in this phenomenon and noted with 90% who use regular sport media and keep themselves in touch with sport. Similarly children are noted in accordance that nearly one among the three children’s use sport media daily and 71% visit different sites like television, different videos, movies, news paper, books, magazines, internet, radio, and those videos which have sport theme on weekly basis. All the previous mentioned items convey some information about sport towards the youngster. Television is the mostly used item among all these electronic devices. Sport as an institution has profile of highness in America. Sport have the quality to reinforce the highness and gratitude of loyalty. By showing sport on media children can learn too many things from it; it helps the youngster to develop an attitude like their role models. By watching TV programs children learn a positive lesson for their life of loyalty, scarifying, fair play, respecting of others cooperation, discipline, control of violence gender relation and love from watching all these things on social media. As the time passing by social media has started creating a negative impact by permeating today’s society with millions of us engrossed, unhealthy addiction, in the latest happenings via apps such as Watsapp, Face book and Twitter. They create longer term friendships by being in touch online even when friends are no longer physically meeting.

After all the above discussion, it can be claimed that there are different positive and negative impacts of social media on education or students. It is very important to overcome all these problems. How can parents alleviate the negative aspects of social media while improving upon the positive results? Moderating their access to social media is one excellent method. Most of the negative aspects can be overcome by reducing the amount of time spent on social network sites. Paying attention to their academic progress and addressing any issues will go a long way towards keeping the negative aspects of social media from influencing their studies. Provide ample time for face to face social interaction, like having some family leisure time in which you discuss their studies in a

relaxed atmosphere or inviting friends and family over for get-together, providing fun, face to face reduce the Negative impact of social media on the students which will in turn benefit our young generation.

According to Pugalendhi the main adverse impact of social media applications is addiction. The addiction of persistently checking of updates on a post in twitter, Face book, LinkedIn and on other social media applications. The addiction like this could affect negatively other important activities of daily life of students like time sparing for studies, going for active participation in sport activities, face to face communications with family members and peer group etc.

2.3.2. Law and Order Situation and University Sport.

Law and order situation of any country significantly influence the level of sport participation among the players (Côté, Baker, & Abernethy, 2007)). The author further stated that Pakistan is a new born country and the level of sport participation is declining day by day. The main factor responsible for declining of sport is law and order situations of Pakistan. According to Mopeli (2009) Sport need peaceful environment for its smooth organization. Lacking of satisfactory or conducive environment negatively influence the overall participation of player in sporting events. Those countries where there is a problem of terrorism, murders, kidnapping always having little sport participation. De Coning and Keim (2014) stated that governmental policies also play a role of backbone in promoting the level of participation in sport activities. Research evidence shows that all those countries having peaceful and satisfactory sport policies always have high level of participation in sport activities.

According to (Bergeron et al., 2011) Terrorism is defined as the premeditated, politically motivated violence perpetrated against non-combatant targets by sub-national groups. Terrorism not only influences one psychologically but it has a long listening physical loss. Young stated that Terrorism is the act of killing weaponless people, abolishing of assets, producing fear and panic among the people and government of a nation for self-centered and unaccepted reasons. Most often their actions are been driven by greed, corruption, nepotism, tribalism and racism among others. The author further explained that due to terrorism many of the people forced to say goodbye to their

concerned activities similarly majority of the players does not participate in sport activities due to terrorism.

A study conducted by Taylor and Toohey (2007) concluded that sport activities have been badly affected by terrorism 168 times between from 1972 to 2003, which are approximately five attacks every year. Different Sport events such as the Olympics, FIFA world cup, Rugby world cup, Africa cup of nations, champions league and Super Bowl appeals the attention of terrorists because of the great profile of media attraction they get across the world and it diversity in participation.

Terrorist acts involve violence or the threat of violence. These violent acts are usually committed by nongovernmental groups or individuals who are either part of or officially serving in the military, law enforcement agencies, intelligence agencies, or other governmental agencies of an established nation. Terrorists attempt not only to create panic but also to weaken confidence in the government and the political leadership of the target country (LaFree & Dugan, 2007). Another study conducted by Larobina and Pate (2009) stated that a specific aim of terrorism is to disrupt and destroy ongoing business, adversely affect the economy of a nation. The author further indicated that Sport is no stranger to the threat from terrorism. High-profile sporting events have been targeted in different levels in various degrees, including the Olympics, football tournaments, and cricket matches, since the 1972 Olympics in Munich, Germany. A numeral of instances has been prevented at high-profile sporting events in current years due to successful counter-terrorism operations.

Highly publicized violent events in our nations’ middle and high schools have concentrated the attention of the public, students, and the educational community on school safety. According to current polls, citizens acknowledged school safety as the most important problem facing the nations’ schools and a majority of students stated that they sometimes manipulated unsafe at school (Bugher, Robertson, Duckett, Rose, & Gallup, 1999). The author further concluded that many of the students feel hesitation while participation in any kind of sport gatherings.

Sport is the field which brings people, communities, and countries together because of their common interest, it often discriminates and has no known boundaries,

sport teaches diplomacy, and helps connect and encourage nations to get involved with each other (Meier, 2005).

According to Reid and Vogel (2006) that sport eliminates obstacles because it does not discriminate against the elderly, young, rich, poor, it has the capacity to force people and countries to put aside their conflicts, to treat others as equals and to tolerate the differences. Sport as well as martial art teaches and instills discipline in the participants and helps to build character, ethics and values in the general public and throughout society, sport promotes fitness and healthy living. Terrorist attacks not only kill people, but also destroy buildings, property damage, and infrastructure, including sport facilities and equipment, provoke fear and panic among the people. Wherever there is a bomb attack or a terrorist attack, people do not feel safe, so they move or go to those areas.

Tosini (2009) stated that in recent years, the sport of cricket has been deeply affected by shameless terrorist attacks, particularly in the sub continental region including India, Pakistan, Sri Lanka, and Bangladesh. In addition, he said that foreign teams are reluctant to play in these countries and areas, resulting in the cancellation of matches. Also in November 2008, a terrible terrorist attack in Mumbai (India) took place in a hotel where both teams were staying. That attack caused the one-day England-India series to be canceled midway when the English players returned home safely. All these attacks prevent local people from seeing and meeting international players. After every terrorist attack at a particular place or venue, people are always going to such areas due to fear of appraisal or repeated attack, even when security measures are put in place. The terrorist attack at Bali night club in Indonesia by extremist Islamist group which killed 202 tourists and injured 209 made tourist not to visit the area, it took approximately one and half years for tourist visits to Bali to recover to the previous levels (Lee, Gordon, Moore, & Richardson, 2008). The author further described that sport also involves a greater number of causalities, there is potential for many of the victims to suffer casting psychological effects. Common initial reactions of terrorist attack include fear, disbelief, and helplessness, while the overtime symptoms may include feelings of horror, anxiety, depression, and even emotional numbness or lack of feelings.

According to Breuer, Chmielewski, Górski, and Konopka (2002) the after effects of terrorist attacks and in the presence of the continuing threat of new attacks many experts guess a major rise in the number of people facing serious complications with alcohol, prescription, reaction drugs, mental health problems, and stress-related medical problems. This could result in complex than expected costs for addiction, mental health, and health care services that can further strain an already ailing economy. It is very clear that players, athletes, and even spectators are psychologically affected by terrorism.

No one wants risk in for sport participation. Displacement caused by their attacks can cause unemployment, abandonment, nonconformity; crime, social evils, as well as the economy melt, among others (Renzetti, Edleson, & Bergen, 2001)

2.3.3. Family Influence upon University Sport.

It is a matter of fact that every one of us is associated with some type of family in the shape of parents, guardian, wards, and relative whether they are male or female etc. It is also a fact that family is the first social institution for every child. The majority of the children fallow their family rules, customs and tradition, and do as their parents want and directed in all aspects. Similarly, in the arena of sport, support and motivation of the parents and family members for their wards keep great importance to involve them in sporting activities. Most of the children want to participate in sport and wish to make their future in sport, but they are looking for the decision of their parents and family members.

According to Grolnick, Friendly, and Bellas (2009) positive involvement of the parents and family members in different matters, increase their children motivation level. The author also pointed out that every parent’s behavior is different among different population. Parents’ show different expression, actions communicate a set of values and family characteristics to the children according to their own choice; these affect the children own abilities and identities. Dweck (2010) said parent opinions and values affect the mindset, intelligence, and creativity of the children. Wuerth, Lee, and Alfermann (2004) that parents are the first agents and motivator to involve their wards in sport activities. Allender, Cowburn, and Foster (2006) found that children 5-10 years of age, participate in sport for enjoyment while youth, ages 10-18 years of age, want to

compete in sport just because of their physical competency and social reception, as well as enjoyment. The author also found that most of the family member like mothers are less likely to allow their children to participate when the environment were unsafe.

Hollins (2016) disclosed that to participate in organized sport, family must pay organizational sport fees and also to provide proper sport gear for their children to play safely. Santos, Esculcas, and Mota (2004) claim that the athletes belong to higher socio economic family can easily participate in organized sport as compare to those athletes who belong to lower socio economic family. The author further pointed out that socioeconomic condition of the family directly affect the performance and participation level of the athletes in sport. In the same research study the author found that the level of mothers’ education is also one of the influencing factors upon the participation of the children in organized sport activities. Siekańska (2012) also found that family having sport background always supports and motivate their children as compare to the family having no family background.

M. Messner (2011) stated that in the arena of sport, advantages and disadvantages of culturally gender discriminations can’t be ignored. The author claims that after World War II severely gender division takes place in the society of the United State among the labor and family life. The severance of boys athletes and girls athletes in organized sport portray that Girls are weak and just participate in female sport like dance, ice-skating, gymnastics, etc. the author also argued that recently female participation in sport activities are increased but still the rate of boys’ participation in sport is 21% female 13%. In this regard MA Messner and Musto (2014) write that parental involvement and encouragement of their wards may consider according to their gender.

Hollins (2016) concluded that proper support of the parents is always needed for the children to increase the level of sport participation as well as for the better performance. The author further recommended, that I strongly value, the caring and supportive system of the family members for the success of their children in the sport competition.

Siekańska (2012) conducted a research study on “Athletes’ perception of parental support and its influence on sport accomplishments and concluded that involvement of

the parents in the sport career of their children can beneficial in connection with, to provide support and spectatorship, but on the other hand, parent involvement have also negative or adverse affect on the child like quitting sport, burnout and have the risk of injury. The author also found that family environment may also affect the young athletes’ participation and performance in competitive sport events.

Lindner, Johns, and Butcher (1991) and Passer and Wilson (2002) stated that parents are the first supporters and opportunity provider for their children to take up sport and they also have a significant influence on their child decisions to continue or quit from sport events. Ross et al. (2015) conducted a study regarding the behavior of parents toward their children and its influence upon the sport participation. The author collected the data from 12 youth coaches and administrators (8 coaches and 4 administrators) through semi structure interview. The author found that considerably most of the parents have negative interaction with their child and strongly influenced the participation of the children in sport. The authors further illustrate and recommended that more stress should be given to the parent education to increase the positive parental support in the arena of sport in connection with their children sport participation.

Knight, Neely, and Holt (2011) and Omli and Wiese-Bjornstal (2011)found that parental involvement influenced both positively and negatively the sport experiences of the children. The author further argued that positive parental support, encouragement and admire help the children to higher level of competence and enjoyment while negative attitude and remarks of the parents lead towards discomfort of the children as Gould, Gould, Tuffey, Udry, and Loehr (1996) and Wankel and Kreisel (1985) illustrate that high expectations of the parent, force, and censure lead to increase the level of stress, terror of disappointment, and dropout among the their wards. The author also claimed that the above factor also effect the intrinsic motivation, enjoyment, competence, and self-esteem negatively.

Yesu and Harwood (2015) conducted a research study to examine the effect of parental connection, support, and pressure upon the children athletic participation. The authors concluded that the main factors of the athletes to continue or quit from sport are

the family customs, socio-economic status, personality, peer influence etc. The authors further highlighted that quality relations between parents and children can help to engage their children in sport activities throughout the year. Timperio et al. (2013) and Toftegaard‐Støckel, Nielsen, Ibsen, and Andersen (2011) found that family play an important role in the child decision being participated in sport events. In this regard (Wheeler, 2012) stated that custom, and race of the family are the key reason for the child when take part in sport activities. The author also argued that unemployment and socioeconomic condition of the family and parents can also influence the level of sport participation among the athletes.

Yesu and Harwood (2015) found that special attention should be given to the parent role regarding sport participation of the children. Furthermore history of the parents in relation with athletics, their financial position, religion, and the time they reserve for their child can influence the level of sport participation. Bois, Sarrazin, Brustad, Trouilloud, and Cury (2002) explain that how the abilities like skillfulness, wellbeing, and parental values can help to enhance and shape the experiences of the children in sport activities. The authors argued that parents have to provide encouragement, support to their children. So, they can reach at higher level of success or performed better in sporting events.

Ning-ning, Sen, and Yu-jiao (2015) disclose that health statuses of the Chinese students are deteriorating. The Chinese government has taken an action to promote physical and sport activities in educational institutions in connection with to improve the physical fitness and health status of the students. In this regard the author claimed that the role of family members can’t be ignored in promoting healthy traits among the children. Furthermore the authors also found in their research study that the participation of the students in physical activities is very little in their homes’ life. The authors found that, parents’ perception, attitude, support, encouragement and communication regarding students’ physical activities in educational institutions and in the family is unrealized. These factors, matter greatly in low participation in sport and physical activities, resultant in declining health condition and physical fitness of the students.

According to Kremarik (2000);Norton, Froelicher, Waters, and Carrieri-Kohlman (2003) that parent are not supposed to place all the responsibilities of the students on the shoulders of educational institutions regarding their physical activities. It needs more effective involvements of the parents to improve the physical activities of the children as well as the health status.

Melendez and Melendez (2010) stated that many of the researchers in the world do agree that with the passage of time the parents influence the children as they grow towards adulthood. The authors also stated that parents and family members play very important role in the lives of their children. Bhalla and Weiss (2010) illustrate that parents help and do interfere in the experience of their children. Abar and Turrisi (2008)the authors also claimed that the children perceived and internalized the values and beliefs from their parents. If the parent believes that an education is very important, the child will give due importance to the same values.

Pizzolato and Hicklen (2011) agreed that parents strongly affect the different activities of their children. Collins, Maccoby, Steinberg, Hetherington, and Bornstein (2000) and Gallagher (2002) recommended that study about the interaction of parent with their children is very much important to understand the proper socialization of the children, because role of parents is one of the main factors in the lives of their children.

Butcher, Lindner, and Johns (2002) cited in Olson (2014) stated that one of the main reasons for children to participate in sport events is joy and fun, and it is important to engage the youth in sport and positive extracurricular activities. The author also highlighted that positive involvement of their children in sport activities is the responsibility of the family members and parents. They have to provide positive support to their children for the successful engagement in sport.

Coakley (2011) indicated that socio economic condition of the family is also among the factors that influence the level of sport participation among youth. The author discloses that in ancient Greece, most of the participants and competitors belonged to wealthy families. These families had resources like to arrange trainers, coaches and also they had resources for traveling to reach at specific venues of the sport events. It indicates that the youth, who belong to lower income families, did not participate in the event of

sport. Bruening, Pastore, and Armstrong (2008) stated that many of the factors influenced the sport participation among the children i.e. family members, coaches, teachers, peers as S. Chen, Snyder, and Magner (2010) stated that involvement of the family in sport activities of the children influenced the performance positively as well as negatively.

Corneliben and Pfeifer (2007) stated that positive effect of the sport activities should encourage the improvement of sport activities within in the educational institutions and also outside of the educational institute on environment. The authors further recommended that parents must be aware about the benefits and positive effects of sport activities on their children health. Furthermore the parents should be encouraged to involve their children in sporting activities.

King et al. (2003) revealed that participation of the children in sport activities is considered one of the vital parts of their development. Sport and physical activities are related to the quality of life and future life outcomes of the children. In this regard the authors stated that the environment and family influenced the participation of the children which also affect the intrinsic motivation of the children.

Jacobs and Eccles (2000) indicated that the beliefs and value of Parents’ influenced the beliefs of their children regarding participation in sport events. The authors revealed that parents convey their value about the activity to their children through clear or unspoken messages such as giving reward to the children in the shape of encouragement or getting self involved in the activity.

As a result of all the above discussion of the different researchers it can concluded that family support in the shape of availability of sport gears, availability of financial resources, encouragement and support play a key role in promoting the level of sport participation among the children.

2.3.4 Socio-Cultural Limitation and its Effect upon University Sport

The interaction between a human soul and environment influence the human life. The human being is entangled with beliefs, customs and traditions of society and leading culture which either paves or hampers the destination of one. It is believed that the human soul is born free, but it’s in chain of society, of relations, of responsibilities and so on.

The social and cultural factors affect the behavior, thoughts, feelings and performance of human being. Such societies where sport practices are considered a TABOO, (prohibited) leads the gender discrimination, social, cultural restrictions, and discouragement to the participation.

The present study focuses on social cultural factors which crucially affect the one’s life in the context of sport it does have an impact on the performance of participants.

Chappell (1999) revealed that Sport is believed to be source of spreading ideology when sport participants from all over the world succeeds in global sporting event, he doesn’t only earn interest and concern of print media, electronic media, spectators, viewers and sponsors but he sustains to communicate his culture and ethnicity to the rest of the world and somehow he contributes in the economical progress of his country. Seeing sport in the context of Islam, Lapinskiene (2008) believed that sport is anti feminist activity which has nothing to do with beauty, allurement and elegance but strength, power, endurance and speed this is for sport does not earn the interest of masses in Muslim community and seeks approval socially.

Chappell (1999) stated that the developing countries are preoccupied with the two third populations of women whose less participation is witnessed in sporting activities due to the cultural and social barriers which halt them to seek time in the pursuit of leisure especially in Muslim territories. Additionally Women participation in sport is more likely the evidence of the status of women in the society. Likewise Social barriers halt the practice of taking part in sport activities by Muslim woman where her behavior is pre determined her mind is pre occupied with the ideas of concealing of body, preventing her from wear sport apparels and mix gender participation.

De Knop, Theeboom, Wittock, and De Martelaer (1996) stated that the religious and cultural limitations appear powerful deterring factors for Muslim athletes to participate in broader settings and global competitions. The common characteristics of sport have great conflict with such practices which are commonly taken place in open settings such as swimming which clashes with the Islamic living style moreover women are prohibited to engage themselves in such settings where they are easily approachable

by opposite sex such as public settings and sport events are one of them .mostly due to the less numbers of female coaches ,female participants are trained and coached by male coaches which generates the possibility of interaction between male and female.

Maxwell and Taylor (2010) sport and fitness foundations witnessed that since decades that life of Muslim woman is structured and mould in the light of religion since her brought up, she is told about her ethical, social and most predominantly religious restrictions .she comes up with the religious identity more than being human.

On the other hand Islam is the universal religion which aids human in practicing universal practices and participating in sport is one of the said practices which generates the idea of maintaining health and fitness irrespective of gender difference though religious misconceptions in the regard of female participation prevail in male dominant settings which does not only hamper the female for adapting sport as a career but discourages participation too. Mostly Muslim women fail to develop their attitude towards sport.

Furthermore De Knop et al. (1996) affirmed that at first glance Islam seems very narrow and restrictive in regard of sport activities but there are many studies which confirmed that many religious scholars came up with different ideas which led masses to the misconception regarding sport and Islamic practitioners started believing that Islam prohibits sport activities though Islam persuades sport activities irrespective of gender difference. In early ages, Islam was with the ideas of activities of physical strength were promoted in the regard of self defense.

Wabuyabo, Wamukoya, and Shakil (2009) additionally confirmed in their study that Prophet Muhammad encouraged people of his regime to take part in physical activities and history witnessed him practicing horse riding and horse riding likewise Hadith transmitted by Bukhari, affirmed that Umar said that teach your kids swimming and archery and horse riding too. The same source confirmed the prophet Muhammad used to race with one of his wives Bibi Ayesha and she sometimes won the races, she narrated herself besides. Ibne Daud and Ahmed confirmed from Hadith that prophet Muhammad took part in wrestling too.

However Islam prohibits human from such sport which offer any form of gambling and cause such involvement which does not benefit to human, community and society.(2;219 -5;91.92 al quran). However Islam does recommend for taking part in physical activities in order to get oneself socialized and active cognitively and physically. This recommendation was directed to male and female.

In Kay (2006) specified that However Muslim women interpret their religious position very narrow which doesn’t fit in western practices including sport activities, clothing and getting into mix setting .it adheres woman to Islamic practices predominantly covering of body parts from males in addition they preferably are more concerned with the setting they are in to perform rather than anything such settings which guarantee them the screening of male participants and coach are more comfortable for them.

Ogu (1999) in his research study came up with the findings that Women sport in Nigeria compared with men sport found low due to the gender difference consequently the traditional framework of gender in Nigeria does not support the female participation. In the most of universities of Nigeria female are not actively participating in sport activities due to the cultural belief and social attitude influence the participation of female in sport. Sport such as boxing, wrestling, shooting, and archery likely to be practiced more in Nigeria and men tend to participate more whereas such events discriminate female participation. Mostly females drop out the idea of participation in case of being participants of any sport due to the traditional values.

Maxwell and Taylor (2010) women sport and fitness foundations came up with the fact that Interestingly, Muslim women in UK are far having negative attitude towards physical education and sport. They are apprehensive in taking part in swimming or gym classes or sport activities due to cultural and religious sensitivities.

Kay (2006) exposed general influence of parents on the female participation in sport activities where woman was pushed between her family identity and experiences.

Lapinskiene (2008) indicated that only 29 percent of sport board and committee are represented by female in UK whereas print media brings female sport into coverage

around 5 percent only 23 percent of women gave up their participation in sport activities due to their unpleasant experience and 26 percent female were never encouraged to participate in sport. The result reveals that social discourse come up with belief that sport is not formed for women such notion inculcates social in acceptance towards female sport and its participation.

Wabuyabo et al. (2009) confirmed that participants who engage in academic settings are more under academic pressure which affects their participation at educational institutes. Most of the time the class time table and game time table seem to be at odds, such planners sandwich students between class and game which hampers students to take parts in sport activities which utilize great deal of time moreover the expectations of their parents and teachers are high in regard of their academic result which confines them to classrooms

De Knop et al. (1996) indicated that Muslim women have very limited involvement in sport activities and the reason of limited involvement is their engagements with siblings in the absence of parents and managing home chores. Moreover Muslim women are found less involved in organized sport and the reason of less involvement is lack of support from parental side and lack of facilities at schools, colleges and clubs which do not make efforts to ease. The other reason of less participation is inappropriate dealing with physical education subject and activities by PE teachers/instructor who themselves are reluctant in teaching or instructing students because they think that they would be obliged to follow dress code accordingly during practical class Even then physical education discipline does not earn the same interest and same concern of institutional authorities neither they let it to be priority of teacher or students during academic years and this happens because of poor quality physical education teachers and instructors who never produce positive outcome neither prepare students for physical activities.

In De Knop et al. (1996) stated in one of his studies that Muslim scholars emerge with apprehension that male players are left with no option but to delay or skip prayers during competitive sport/play therefore this reason too, contribute in the discouragement of sport activities by many scholars with the regard of prayer.

In Chappell (1999)spoke about factors affecting sport in African countries that limited sport facilities are offered as well as limited participation in such countries such as Libya, Benin and Nepal effected by cultural ,economical and religious factors whereas in Africa multicultural and multilingual people reside who exchange variety of languages which sometimes confirms hard to adapt for players specially when instructed by coach or instructor in case of being non native coach this factor too leads participants to avoid participation in sport settings where they are supposed to interact with other participants bearing different culture and language.

Even though in African countries female sport was encouraged in narrow range whereas, male participation was more persuaded in African countries such as Nigeria, Kenya, and Ethiopia.

Morin, Lebel, Robitaille, and Bisset (2016) assessed Another socioeconomic factor is infrastructure of sport setting at educational institutes such as private institutes may provide the more facilities like gym, climbing, tourism whereas sport activities are facilitated limitedly at the government institute they may have or may not have gyms and said sport activities which excites the interest of masses .this may excite the interest of masses. It offers the opportunities to the masses to take part in sport activities. Large schools have large grounds whereas small schools have small grounds and fewer facilities. Large setting of schools provides less time for physical activities to participants. It may not prepare the participants accordingly which seems to bring participants to the moreover the facility of public transport is provided to the masses.

Participants tend to participate in sport activities which are critically available girl tend to participate to other activities usually at home chores which may be needling, watching television and taking part in home chores which mostly confine girls at the home and they avoid taking part in sport which may hamper the participation.

Kay (2006) stated in one of his blogs talked about one of the reasons of less Participation in sport as girl becomes mature she understands that her interest to sport participation may not be as easy as it was at the age of adolescent. This decreases the opportunity of participating in sport activities and socialization. In case of participation, her parents and she look for safe place to play which could at least be approachable.

Female participants who live in far flung areas usually have no access to sport areas, are left with the only option either to withdraw or face the music to travel to long distance areas which seem inconvenient to reach due to thin or no transportation such issues in the social context creates hurdles for those females who are even willing to participate.

Strawinski (2010) observed tendencies which led to economic determinants in the context of sport in which she came up with the observation of income determinant. This plays a crucial role reflecting on sport participation, opportunities and time are believed to be those determinants which pave the way for high probability of participation due to high income. She further added that the higher income makes participant spend more time in sport activities. Socioeconomic factors have greater impact on sport participation and popularity of the sport. It is observed that male participates more than female in result male sport are socially accepted and encouraged than females where females are reluctant in getting into said setting.

Moreover, she spoke about the reasons of declining in sport participation, which, besides the gender discrimination are growing age, marital status, and family, including children which do not only cause reduction in the participation in sport but mostly hamper the participants from the continuing sport in the long run.

Bruening et al. (2008) concluded that African and black American children’s sport participation is the result of contextual factors or society than by family or teachers. In the said study smith agreed that black American and African families are of not that good financial status, therefore they do not encourage their kids to participate in elite sport due to the less access to opportunities, facilities and equipments whereas white Americans participation in sport are more facilitated with opportunities and sporting equipments .

Black Americans are greatly affected by socio economic status in the context of their color complexion commonly women and girls are disproportionately affected such as their children are made participated in basketball or track and field events instead of any organized sport. Moreover the participation of black American and African women are affected by social constraint such as weak financial status, the less interest, of colleges and universities at their part, lack of facilities in their geographical areas, and

lack of career opportunities in sport lead black American and African women to the stereotype sport. Further the author added that in the mid of the 70s the participation of African and American women in sport was considered no existent due to the scarcity of minority females.

One of the social factors that have great impact on the participation is the influence of family on the sport participation. Hennessy, Hughes, Goldberg, Hyatt, and Economos (2010)agreed that kids of supportive parents are more likely to participate in physical activities rather than kids of unsupportive parents. The researchers brought into being that kids of supportive parents spend more time in physical Therefore, the findings of this study specified that an active and facilitating parenting style put the positive impact on intensity of physical activity done by children.

Chapter 3: Research methodology

Methodology is the organized, theoretical analysis of the methods applied to a field of study. It encompasses the theoretical analysis of the body of methods and principles associated with a branch of knowledge. Typically, it includes concepts such as paradigm, theoretical model, phases, and quantitative or qualitative techniques (Ishak & Alias, 2005). This chapter holds an overview of the research methodology used for the purpose to reach at certain findings and conclusion. The main focus of this particular research study was to compare the influential factors affecting sport in public and private sectors universities of KP, Pakistan. This section of the study concisely elaborate the design of the study, population, technique used for the selection of sample and sample size, instrumentation its validity and reliability used for data collection, mode of data collection and analyses of the data.

3.1 Design of the Study

This research study was exploratory and descriptive in nature. Survey method was used for the purpose to gather the requisite information from respondents. Wyse (2012) confirmed that surveys are relatively inexpensive and extensive because it is useful in describing the characteristics of a large population and surveys can be administered in many modes. The author further elaborates that surveys method allow respondents to answer valid and with more honesty.

Descriptive research is a type of research that is primarily concerned with describing the nature or conditions and degree in detail of the present situation. The aim of descriptive research is to verify formulated hypothesis that refer to the present situation in order to elucidate it (Jackson, 2009). Descriptive research is also known as Statistical Research. The main goal of this type of research is to describe the data and characteristics about what is being studied. The idea behind this type of research is to study frequencies, averages, and other statistical calculations. Although this research is highly accurate, it does not gather the causes behind a situation. Descriptive research is mainly done when a researcher wants to gain a better understanding of a topic. That is, analysis of the past as opposed to the future. Descriptive research is the exploration of the

existing certain phenomena. The details of the facts won't be known. The existing phenomena’s facts are not known to the person (Shields et al., 2006).

3.2 Population of the study

According to Sawant (2014) population may be defined as “A complete set of elements (persons or objects) that possess some common characteristic defined by the sampling criteria established by the researcher.” The population of this particular study was the entire directors’ sport and male, female athletes participated in organized sport activities (Intervarsity 2016) at public and private sector universities of Khyber Pukhtunkhwa (KP). There were total 31 universities in KP, among which 20 were in the public and 10 in the private sectors respectively (Pakstudyinfo.com, 2017). The total number of male athletes in public sector universities was 2040 and female 411, the total number of male and female athletes in public sectors universities was 2451. The total number of male athletes in private sector universities in KP was 567 and female was 287, the total male and female athletes in private sector universities was 854. Total population of male athletes in both public and private sector universities was 2607 and female 698 and total sum of both gender in public and private sector universities was 3305. After the inclusion of 31 directors sport in the population the total number of the population 3336.

A detailed description of the population is as under in Table no. 3.1, 3.2 and 3.3;

Table # 3.1: A Detailed Description of Population as a whole of Public and Private Sector Universities of KP, Pakistan S # No Universities N Male Female Total Director sport 1 Public Sector Universities 21 2040 411 2451 21 2 Private Sector Universities 10 567 287 698 10 Total 31 2607 698 3305 31 Grand Total 3305+31= 3336

Table # 3.2: A Detailed Description of Population of Public Sector Universities of KP, Pakistan

Total male and Directors S.No Name of the university Male female female sport

Abdul-Wali khan University 1. 200 50 250 1 Mardan Bacha khan University 2. 100 00 100 1 Charsada Frontier University Peshawar 3. 00 100 100 1 (SBBWUP) 4. Gomal university DIKhan 80 30 110 1 5. Hazara University, Mansehra 100 50 150 1 Institute of management 6. 00 00 00 1 science Peshawar Islamia College University 7. 200 00 200 1 peshwar Khyber Medical College 8. 51 28 79 1 Peshawar Agriculture University 9. 116 00 116 1 Peshawar 10.K.K.K University Karak 100 05 105 1 Kohat University of Science 11. 122 40 162 1 and technology NWFP University of 12.Engineering & Technology 100 20 120 1 Peshawar

Pakistan Military Academy, 13. 00 00 00 1 Abbottabad Shaheed Benazir Bhutto 14. 200 10 210 1 University Sheringal 15.University of Malakand 126 00 126 1 16.University of Peshawar 200 24 224 1 17.University of FATA Kohat 000 000 00 1 University of Science and 18. 85 05 90 1 technology Bannu 19.University of Swat 50 00 50 1 20.University of Haripur 100 49 149 1 21.University of Swabi 110 00 110 1

Total 2040 411 2451 21 Grand Total 2451+21 = 2472 Source: http://www.pakstudyinfo.com/index.html

Table # 3.3: A Detailed Description of Population of Private Sector Universities of KP, Pakistan S Total male & Directors Name of the university Male Female #No female Sport

1. Abasyn University Peshawar 25 20 45 1 CECOS University of 70 40 110 1 2. Information Technology and Engineering Science Peshawar City University of Science and 25 00 25 1 3. Information Technology Peshawar Gandhara University, 00 00 000 1 4. Peshawar Ghulam Ishaq Khan Institute 60 25 85 1 5. of Engineering Science and technology, Topi Iqra National University 40 25 65 1 6. Peshawar 7. Northern University, Noshera 62 30 92 1 8. Preston University Kohat 60 30 90 1 Qurtaba University of Science 55 17 72 1 9. and technology, DIKhan Sarhad University of Science 170 100 270 1 10. and Technology Peshawar Total 567 287 854 10

Grand total 854+10= 864

3.3 Sample size and sampling technique

“A small part of anything or one of a number, intended to show the quality, style, or nature of the whole is called sample. In statistics sample may be defined as a subset of a population.” (Dictionary.com,2017).

Sampling is a process used in statistical analyses in which a predetermined number of observations are taken from a larger population. The methodology used to sample from a larger population depends on the type of analyses being performed, but may include simple random sampling or systematic sampling (Investopedia, 2017).

Irrespective of the sample and sampling techniques the selection of the representative size of sample from the population is also a matter of great concern in the field of research. For the selection of representative sample size the researcher applied the L. R. Gay formula (10% of large population and 20% for small population). The researcher followed L. R. Gay suggestion and taken 20% sample from the whole population. The total number of population in this present study was 3305 male and female athletes and 31 director sport from both public and private sector universities (Public 21, Private 10) of KP Pakistan. The total number of male athletes in 21 public sector universities was 2040 the researcher took 410 male athletes (20% of 2040) using proportionate random sampling technique. The total number of male athletes in 10 private sector universities was 567 the researcher took 119 male athletes (20% of 567) using proportionate random sampling technique. The total number of female athletes in public sector universities was 411 the researcher took 84 female athletes (20% of 411) using proportionate random sampling technique. The total number of female athletes in private sector universities is 287; the researcher will take 58 female athletes (20% of 287) using proportionate random sampling technique. The researcher will take the entire director Sport in all 31 public and private sector universities of KP. The total sample size of male and female athletes was 671 selected from both the public and private sectors universities of KP, Pakistan. After inclusion the 31 directors’ sport (671+31) the entire sample were 702 from both the public and private sector universities of KP, Pakistan. The detail description of the sample size is as under in table 3.4, 3.5, and 3.6 accordingly.

Table # 3.4: A Detailed Description of 20% sample of Public and Private Sector Universities of KP, Pakistan. Total Total 20% 20% Direct S# 20% Femal M/F Male Femal M/F or No Name of university Male e athlet e Athlete Sport es s

1 Public Sector 2040 410 411 84 2451 494 21 Universities

2 Private Sector 567 119 287 58 854 177 10 Universities

Total 2607 529 698 142 3305 671 31

Grand Total of 20% sample both from public and private sector universities 671+31= 702

Table # 3.5 A Detailed Description of 20% sample of Public Sector Universities of KP, Pakistan Total Name of the Total 20% Directors S.No Male 20% Female 20% male university Male/Female sport /female 1. Abdul-Wali 200 40 50 10 250 50 1 khan University Mardan 2. Bacha khan 100 20 00 00 100 20 1 University Charsada 3. Frontier 00 00 100 20 100 20 1 University Peshawar (SBBWUP) 4. Gomal 80 18 30 07 110 25 1

university DIKhan 5. Hazara 100 20 50 10 150 30 1 University, Mansehra 6. Institute of 00 00 00 00 00 00 1 management science Peshawar 7. Islamia 200 40 00 00 200 40 1 College University peshwar 8. Khyber 51 10 28 6 79 16 1 Medical College Peshawar 9. Agriculture 116 24 00 00 116 24 1 University Peshawar 10. K.K.K 100 20 05 01 105 21 1 University Karak 11. Kohat 122 25 40 08 162 33 1 University of Science and technology 12. NWFP 100 20 20 04 120 24 1 University of Engineering & Technology Peshawar 13. Pakistan 00 00 00 00 00 00 1 Military Academy, Abbottabad 14. Shaheed 200 40 10 02 210 42 1 Benazir Bhutto University Sheringal 15. University of 126 24 Nil Nil 126 24 1 Malakand 16. University of 200 40 24 05 224 45 1 Peshawar 17. University of 00 00 00 00 00 00 1 FATA Kohat

18. University of 85 17 05 01 90 18 1 Science and technology Bannu 19. University of 50 10 Nil Nil 50 10 1 Swat 20. University of 100 20 49 10 149 30 1 Haripur 21. University of 110 22 Nil Nil 110 22 1 Swabi

Total 2040 410 411 84 2451 494 21

Grand total of sample from public universities 494+21=515

Table # 3.6: A Detailed Description of 20% sample of Private Sector Universities of KP, Pakistan S.No Name of the Male 20% Female 20% Total Total 20% Directors university male male/femal sport /female 1. Abasyn 25 05 20 04 45 09 1 University Peshawar 2. CECOS 70 18 40 08 110 26 1 University of Information Technology and Engineering Science Peshawar 3. City University 25 05 00 00 25 05 1 of Science and Information Technology Peshawar 4. Gandhara 00 00 00 00 000 1 University, Peshawar 5. Ghulam Ishaq 60 12 25 05 85 17 1 Khan Institute of Engineering Science and

technology, Topi 6. Iqra National 40 08 25 05 65 13 1 University Peshawar 7. Northern 62 13 30 06 92 19 1 University, Noshera 8. Preston 60 12 30 06 90 18 1 University Kohat 9. Qurtaba 55 11 17 04 72 15 1 University of Science and technology, DIKhan 10. Sarhad 170 35 100 20 270 55 1 University of Science and Technology Peshawar

Total 567 119 287 58 854 177 10 Grand total of sample from private universities 177+10=187

Table# 3.7: Total returned responses of the selected sample from both the public and private sector universities of KP, Pakistan. Returned Returned Returned Returned S# response of responses of responses responses No Name of university total M/F directors of male of female Athletes sport Public Sector 332 61 393 18 Universities (80%) (72%) (79%) (85) 1 Private Sector 101 52 153 09 2 Universities (87%) (89%) (86%) (90%)

433 113 546 27 Total (81%) (79%) (81%) (87%)

Grand Total of returned responses from the selected sample both from 546 athletes M/F +27 directors sport M/F =573(82%) public and private sector universities

The Table 3.7 explained the numbers and percentages of returned responses of male, female athletes and directors sport individually of both the public and private sector universities respondent. The total numbers and percentages of the returned responses of athletes and directors sports were also ended in the Table. So, the total 82% (573 out of 702) responses were recorded from both the public and private sector universities respondents of KP, Pakistan.

3.4 Instrumentation

The researcher used Likert type questionnaire for the purpose of data collection. According to Vanek (2012) “Likert type scale has been a very useful type of inquiry seeking information in the shape of questions upon overall measurement of sentiment around a particular topic, opinion, or experience and also to collect specific data on factors that contribute to that sentiment.” The Likert Type of questionnaire was prepared containing of five options from strongly Agree to strongly disagree having score of 5 to 1 respectively. The number of total statements in the questionnaire was 99 the code and weight of options are as under:

Table # 3.8:

Options, Codes and Weight of Likert type scale

S.No Options Code Weight

1. Strongly Agree SA 5 2. Agree A 4 3. Undecided UD 3 4. Disagree DA 2 5. Strongly Disagree SDA 1

The questionnaire was hold two main portions such as, internal factors influencing university sport and external factors influencing university Sport. Internal factors were further classified into 6 different segments (First aid, Coaching and Training, Incentives to athletes, Interest of the authorities of the university, sport facilities, and academic engagement of the athletes). External factors were also further classified into 4 different segments (Role of Media, Law and order situation, Family influence and Socio culture limitation).

3.5 Procedure

The parameters and attributes of the questionnaire were ended through literature review and supervision of research supervisor. The following procedure was adopted by the researcher to prepared final version of the questionnaire for the study.

3.5.1 Validity of the questionnaire

The importance of measuring the accuracy of research instruments (especially questionnaires) known as validity, respectively have been documented in several studies (Bolarinwa, 2015). In the present research study the initial version of the questionnaire was sent to the eminent Ph.D degree holders and experts to the faculty social sciences of Gomal University KP, Pakistan for the purpose of content validity. In light of the suggestions and recommendations of the experts, the researcher removed, added, and molded some of the items in the scale accordingly.

3.5.2 Pilot testing

Keeping in view the worth and importance of the pilot testing of the instruments in research, the self developed questionnaire was filled by 50 athletes and 3 directors sport of different three universities in which one was private and two public sector universities for Pilot testing. The purpose of the pilot study was pre-testing of the instrument developed by the researcher upon a small portion of the selected sample. The questionnaire was made better in the light of feedback of the small sample. Complications and ambiguity pointed out by the athletes and directors’ sport was removed with consultation of the supervisor and experts in the field.

A pilot study, pilot project or pilot experiment is a small scale preliminary study conducted in order to evaluate feasibility, time, cost, adverse events, and effect size (statistical variability) in an attempt to predict an appropriate sample size and improve upon the study design prior to performance of a full-scale research project (Hulley & Stephen, 2007). Pilot experiments are frequently carried out before large-scale quantitative research, in an attempt to avoid time and money being wasted on an inadequately designed project. A pilot study is usually carried out on members of the relevant population, but not on those who will form part of the final sample. This is because it may influence the later behavior of research subjects if they have already been involved in the research (Haralambos & Holborn, 2000).

3.5.3 Reliability of the questionnaire

For the purpose of the internal consistency of the items Cronbach’s coefficient Alpha method was used. Cronbach’s alpha is a measure of internal consistency, that is, how closely related a set of items are as a group. It is considered to be a measure of scale reliability. According to the Bruin (2006) Cronbach’s alpha is not a statistical test – it is a coefficient of reliability (or consistency). Cronbach’s alpha can be written as a function of the number of test items and the average inter-correlation among the items.

Below, for conceptual purposes, the researcher shows the formula for the standardized Cronbach’s alpha:

Here n is equal to the number of items, c-bar is the average inter-item covariance among the items and v-bar equals the average variance.

Table# 3.9:

Alpha reliability coefficient of the individual items of the questionnaire

Cronbach's Cronbach's Cronbach's Cronbach's S. No S. No S. No S.No Alpha Alpha Alpha Alpha 1 .944 26 .944 51 .944 76 .944 2 .944 27 .942 52 .943 77 .942 3 .944 28 .944 53 .944 78 .942 4 .945 29 .944 54 .943 79 .942 5 .944 30 .944 55 .944 80 .942 6 .944 31 .944 56 .944 81 .944 7 .945 32 .944 57 .944 82 .944 8 .944 33 .943 58 .944 83 .942 9 .943 34 .942 59 .944 84 .943 10 .943 35 .942 60 .944 85 .944 11 .942 36 .941 61 .944 86 .942 12 .944 37 .942 62 .944 87 .944 13 .942 38 .942 63 .944 88 .942 14 .942 39 .942 64 .945 89 .942 15 .943 40 .942 65 .944 90 .942 16 .942 41 .942 66 .944 91 .942 17 .942 42 .944 67 .944 92 .944 18 .944 43 .942 68 .942 93 .944 19 .943 44 .941 69 .945 94 .944 20 .943 45 .944 70 .945 95 .944 21 .943 46 .942 71 .944 96 .942 22 .943 47 .944 72 .944 97 .942 23 .942 48 .944 73 .944 98 .941 24 .942 49 .944 74 .942 99 .942 25 .942 50 .942 75 .941 Total Alpha Co-efficient of 10 subheading of the questionnaire = 0 .944 The above Table 3.8 shows the Cronbach alpha coefficient yielded an internal consistency coefficient of the questionnaire item wise and as whole of 99 items is 0.944 ranged above 0.9 Cronbach alpha coefficient level and in excellent internal consistency coefficient.

Table# 3.10:

Alpha reliability coefficient of the questionnaire sub heading having different items.

S # No: Subheadings of the questionnaire Numbers of items Alpha Co-efficient 1. First aid 08 .857 2. Coaching and training 15 .779 3. Incentives to athletes 11 .792 4. Interest of the university authority 06 .788 5. Sport facilities 10 .779 6. Academic engagement of the 12 athletes .838 7. Role of media 08 .835 8. Law and order situation 10 .768 9. Family influence 10 .788 10. Socio-cultural limitations 09 .769

Total Alpha Co-efficient of 10 subheading of the questionnaire = .819

The above Table 3.9 shows the Cronbach Alpha Coefficient yielded an internal consistency coefficient of sub heading in the questionnaire individually and as whole of 10 sub headings. The Cronbach Alpha Coefficient of 10 sub heading is found .819 ranged 0.8 to 0.9 Cronbach alpha coefficients level and in good internal consistency coefficient.

Table# 3.11:

Alpha reliability coefficient of the main two portion i.e. external and factors

Main two parts of the Numbers of S # No: Alpha Co-efficient questionnaire subheadings

1 Internal factors 06 .816 2 External factors 04 .816

Total Alpha Co-efficient of two main parts of the questionnaire= .890

The above table 3.10 shows the Cronbach Alpha Coefficient yielded an internal consistency coefficient of main two portion of the questionnaire individually of internal factors and external having 6 and 4 sub headings respectively. Individually the Cronbach Alpha Coefficient is found .816 and secure good position in the internal consistency coefficient. As a whole Cronbach Alpha Coefficient is found .890 and place good in the internal consistency.

Mode for data collection

The researcher personally visited to all the selected universities of KP Pakistan for gathering the requisite information from the athletes and director sport. The researcher congregated to the director sport of every university and discussed about the data collection for the said research study. First the researcher make clear all the difficulties asked by the directors sport of each university in the questionnaire. In addition, the directors’ sport of each university was also assigned the responsibility to collect data from the 20% percent male and female athletes of your university. It was also made clear that those athletes should include in the study who participated in 2016 intervarsity sport competitions. Before leaving each university the directors’ sport provided the record of the total numbers of the male and female athletes participated in 2016 intervarsity sport competitions. The researcher already prepared a Performa and recorded the total numbers of the male and female athletes and also calculated the 20% of the total male and female athlete on the spot and was noted. The researcher handed over the copies of the

questionnaire to the directors sports according to the 20% calculated numbers of the male and female athletes of their university. The researcher has spent one month duration to distribute the questionnaire and among the entire university’s director sport of KP, Pakistan. The researcher also noted the cell and office numbers of all the directors’ sport of the public and private university of KP, Pakistan. The researcher asked to all the directors’ sport to return the fill questionnaire with one month time. The researcher made contact to all the director sport on and off on their cell and office numbers several time about completion of data collection. Some of directors sport completed the process of data collection with one month and sent it back to my office address. Some of them were spend two month and three month to return the fill questionnaire. And finally after four month the data collection process was completed.

3.7 Analytical procedure

The analytical procedure contains on operational definitions of variables and procedure of the data analyses used in this research study.

3.8 Operational Definition of Variables

 Internal factors influencing University Sport both in Public and Private sector Universities:

Internal factors means all those factor produced inside from the universities like First aid, Coaching and Training, Incentives to athletes, Interest of the authorities of the university, Sport budgeting, Sport facilities and Academic engagement of students. The above all aspects of internal factors regarded as independent variables.

 External factors influencing University Sport both in Public and Private sector Universities:

External factors refer to all those aspect which may responsible for the low participation of universities level students in organized Sport activities from outside the Universities. Such as, Role of Media, Law and order situation, Family influence, and Socio culture limitation

3.9 Dependent variable:

 University Sport: University Sport regarded as intervarsity Sport competition conducted among different universities of KP Pakistan i.e. Cricket, Football, Volleyball, Basketball, badminton, table tennis, handball, athletics and gymnastic etc.

3.10 Demographic Variables

 Demographic variables refers to all public and private universities, male and female athletes at university level

3.11 Data analysis

Two types of statistics were used in this research study i.e. descriptive and inferential. In the first phase the researcher used frequencies, percentages, and mean of the collected data, also the charts, graphs, and tables were used for the purpose to describe the data in understandable and organized way. In the second phase the researcher used inferential statistics (linear regression, T-test, and ANOVA) to test the formulated hypotheses of the study with the help of SPSS Version 20 and MS Excel. A detail description of the statistical techniques and its application upon formulated hypotheses can make visible below in in the Table 3.7.

Table # 3.12: Hypotheses and statistical techniques

Hypotheses Statistics Table No

1. There is a significant effect of internal factors upon university Sport as perceived by the athletes and director Regression 4.21 sports of public sector universities of KP, Pakistan 2. There is a significant effect of external factors upon University sport as perceived by the athletes and director Regression 4.22 sport of public sector universities of KP, Pakistan 3. There is a significant effect of internal factors upon university sport as perceived by the athletes and director Regression 4.23 sports private sector universities of KP, Pakistan

4. There is a significant effect of external factors upon university sport as perceived by the respondents of Regression 4.24 private sector universities of KP, Pakistan 5. There no significant difference between the perception of public and private sector universities respondents T test 4.25 regarding the effect of internal factors upon university sport in KP, Pakistan 6. There is no significant difference between the public and private sector universities respondents regarding the T. test 4.26 effect of external factors upon university sports of KP, Pakistan 7. There is no significant Gender wise difference regarding the effect of internal factors upon university sport as T. test 4.27 perceived by the male and female respondents of the public sector universities of KP, Pakistan 8. There is no Gender wise significant difference regarding the effect of external upon university sports as perceived T. test 4.28 by the male and female respondents of the public sector universities of KP, Pakistan 9. There is no Gender wise significant difference regarding the effect of internal factors upon universities sport as T. test 4.29 perceived by the male and female respondents of private sector universities sport of KP¸ Pakistan 10. There is no Gender wise significant difference regarding the effect of external factors upon university sport as T. test 4.30 perceived by the respondents of private sector universities sports of KP, Pakistan 11. There is no significant difference between the perception of the public sector university’s athletes and director T test 4.31 sport regarding the effect of internal factors upon university sport of KP, Pakistan 12. There is no significant difference between the perception of the public sector university athletes and director sport T test 4.32 regarding the effect of external factors upon university sport of KP, Pakistan 13. There is no significant difference between the perception of the athletes and director sport regarding the effect of T test 4.33 internal factors upon private sector university sports of KP, Pakistan 14. There is no significant difference between the perception T test 4.34

of the athletes and director sport regarding the effect of external factors upon private sector university sports of KP, Pakistan 15. Academic engagement of the athletes would be the most dominant among the internal factors influencing overall ANOVA 4.35 university sports both in public and private sector universities of KP, Pakistan 16. Family influence would be the most dominant among the 4.36 external factors influencing overall university sport both in public and private sector universities of KP, Pakistan ANOVA

17. Coaching and training would the most dominant factor among the internal factors influencing sports as perceived by the respondents of public sector universities of KP, ANOVA 4.37 Pakistan.

18. Family influence would the most dominant among the external factors influencing sport as perceived by the ANOVA 4.38 respondents of private sector Universities of KP, Pakistan. 19. In private sector universities sport facilities would the most dominant factor among the internal factors ANOVA 3.39 influencing sports as perceived by the respondents of public sector universities of KP, Pakistan. 20. Law and order situation would the most dominant among the external factors influencing university sport as ANOVA 3.40 perceived by the respondents of private sector Universities of KP, Pakistan.

Fig: No. 3.1: Conceptual Framework of the study

The above framework shows the logical relationship between research variables as the nature of the present research study was comparative. Three types of variables, such as independent variables, dependent variables and demographic variables make visible in the above figure. The independent variables represented internal factors and external factors, dependent variables represented organized sport of public and private sector universities and demographic variables shows the demographics of the respondent i.e. directors sport and athletes of both the public and private sector universities of KP, Pakistan. The effect (regression) of independent variables upon dependent variables in public sectors universities and also the effect (regression) of independent variables upon dependent variables in private sectors universities can be observed. Moreover the figure also highlighted the comparison between two type universities with reference to the effect of internal and external factors influencing organized sport in both private and public sector universities of KP, Pakistan. The figure also explains the test of significance (t-test, ANOVA) between the demographic attributes of directors and athletes in respect of the influential factors upon sport both in private and public sector universities of KP, Pakistan.

Chapter 4: Results and discussion

This particular section of the study deals with the presentation and analysis of the data. The main purpose of the study was to compare the factors influencing sport in public and private sector universities of Khyber Pukhtunkhwa Pakistan. The main focus of the study was to assess the influence of internal factors; (first aid, coaching and training, incentives for athletes, interest of the university authorities, sport facilities and academic engagement of athletes), upon university sport. In addition to that the study also focused to assess the influence of the external factors; (role of media, law and order situation, family influence and socio-cultural limitations), upon university sport. The data were collected through the Likert type questionnaire and analyzed in two different sections. Section “A” deals with the demographic information of the respondents; the researcher used frequencies and percentages to explain the sample. Section “B” deals with the interpretation of each item included in the questionnaire, the researcher used frequencies and percentages to determine the stance of the majority groups on particular options. The researcher used t-test, regression, and ANOVA to test the hypotheses. The alpha level (Sampling error I) for testing of hypotheses was 0.05.

4.1: Influence of internal factors upon sport at Public sector universities of KP, Pakistan. Table # 4.1: Showing the perception of athletes and director sport of public sector universities regarding the influence of first-aid upon university sport SDA DA UD A SA # First-aid f f F f f Mean (%) (%) (%) (%) (%) 1. Non-availability of the on-spot First Aid 6 23 44 151 189 facility affects the volume of sport 4.19 participation among athletes. (1%) (6%) (11%) (37%) (46%)

2. Non availability of the latest equipment sub-standard facilities of first aid affects 9 24 64 169 147 prompt participation in sport among the 4.01 (2%) (6%) (15%) (41%) (36%) athletes at university level.

3. Deficient availability of the qualified doctors and physiotherapist also has a 13 63 52 142 143 negative impact upon sport participation of 3.82 athletes at university level. (3%) (15%) (13%) (34%) (35%)

4. The fear of improper handling of injuries in 8 33 49 150 173 sport competition affects the level of 4.08 participation among athletes. (2%) (8%) (12%) (36%) (42%) 5. Non availability of the transport facility in the event of occurrence of any mishap 7 47 33 215 111 3.91 during the play affects sport participation of (2%) (11%) (8%) (52%) (27%) the athletes at university level

6. Ignorance of the basic principles of rendering first aid leads towards low 14 19 80 171 129 3.92 participation of the athletes in Sport (3%) (5%) (19%) (41%) (31%) activities.

7. The role of Non availability of the first aid is dominant among all other factors 6 52 60 194 101 3.80 influencing sport participation among (1%) (13%) (15%) (47%) (24%) athletes.

8. None or less availability of first aid facility impedes participation of the athletes at 14 41 45 168 155 4.03 national or international level sport (3%) (10%) (11%) (40%) (37%) competition.

Total (2%) (9%) (13%) (41%) (35%) 3.97 SDA= Stronlgy Disagree, DA= Disagree, UD= Undecided, A= Agree, SA= Strongly Agree and f= frequency Mean of the scale 3.00

Figure # 4.1: Showing the mean of 8 different item regarding first aid influencing sport in public sector Universities of KP, Pakistan.

The above Table 4.1 shows the viewpoint of the director sport and athletes of public sectors universities regarding the influence of “non availability of first aid” upon university sport. The frequencies and percentages of all the option and mean of every statement are ended separately in the Table. The cumulative mean and percentage of the entire statements and options is also made visible in the Table. The collective mean of the entire statement is 3.97 which is greater than the mean of the scale 3.00 (3.97 > 3.00), while the total 2% respondents strongly disagreed, 9% disagreed, 13% remain undecided, 41% agreed and 35% strongly agreed. The collective percentage of all the options and mean of the entire statement confirms that the greater part of respondents in public sector universities were of the opinion that first aid influenced university sport in the province of KP, Pakistan, (A= 40% > SA= 34% > UD= 15% > DA= 8% & SDA= 4%).

Table # 4.2: Showing the perception of Public sector Universities Athletes and Director Sport regarding the influence of Coaching and Training upon University Sport SDA DA UD A SA # Coaching and Training f f f f f Mean (%) (%) (%) (%) (%) 1. Improper coaching and training facilities 5 6 20 135 247 4.48 for athletes affects the participation level (1%) (1%) (5%) (33%) (60%) of athletes in Sport activities. Negative attitude of the coach affect the 3 25 41 166 178 3.18 motivational level of the athletes which (1%) (6%) (10%) (40%) (43%) 2. may lead to affect sport participation of the athletes. Busy schedule of the coaches affects the 9 62 52 145 145 3.86 3. performance of the athletes in sport (2%) (15%) (13%) (35%) (35%) competition. Negative role of the Coach regarding 13 21 43 181 155 4.08 tackling the social problems of the player (3%) (5%) (10%) (44%) (38%) 4. can affect sport participation of the athletes. Coaches are not playing their role to 6 38 68 172 129 3.92 develop the athletes psychologically (1%) (9%) (16%) (42%) (31%) 5. which may affect the participation level of the athletes in sport activities. Lack of the sense of responsibility on part 9 37 71 168 128 3.89 of coach’s affects the satisfaction level of (2%) (9%) (17%) (41%) (31%) 6. athletes while participating in sporting activities. Non-effective coaching/training affects 2 52 70 168 121 3.86 the level of self esteem among the athletes (0%) (13%) (17%) (41%) (29%) 7. in connection to participation in Sport activities Negative reinforcement from coach 16 53 49 156 145 3.86 8. affects the participation level of the (4%) (13%) (12%) (38%) (35%) athletes in sport activities The unhealthy relation between coach and 20 36 55 153 149 3.91 9. athletes influence the participation level of (5%) (9%) (13%) (37%) (36%) the athletes in sport activities. Untrained coaches may cause to increase 5 32 61 151 164 4.06 10. the level of severe injuries among the (1%) (8%) (15%) (37%) (40%) athletes in sport which leads towards low sport participation. Insulting, shouting, verbal abusing of 12 39 41 150 171 4.04 11. coach and trainer during their session may (3%) (9%) (10%) (36%) (41%) create space for low participation in sport activities Poor relation of the coaches with athlete’s 3 33 66 152 159 3.92 12. parents and referees affect the (1%) (8%) (16%) (37%) (38%) participation level of the athlete in sport.

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Discrimination and nepotism of the coach 20 44 36 164 149 4.04 13. and trainer may create hurdle for athlete to (5%) (11%) (9%) (40%) (36%) participate in sport activities. Non availability of proper coaching and 11 24 51 161 166 4.08 14. training facilities is the most dominant (3%) (6%) (12%) (39%) (40%) factor influences the participation level of athletes in sport. Negative behavior of the coach and trainer 16 32 67 144 154 3.94 15. hamper the athlete to participate at (4%) (8%) (16%) (35%) (37%) national or international level? Total (2%) (9%) (13%) (38%) (38%) 4.08 SDA= Stronlgy Disagree, DA= Disagree, UD= Undecided, A= Agree, SA= Strongly Agree and f= frequency Mean of the scale 3.00

Figure # 4.2: Showing the mean of 15 different items regarding coaching and training influencing public sector University sport

The figure of the above Table depicts the response of the director sport and athletes of the public sectors universities regarding the influence of “coaching and training” upon university sport. The frequencies and percentages of each the option and mean of all the statement are calculated separately and as well as collectively. The collective mean of the entire statement is 4.08 which is greater than the mean of the scale 3.00 (4.08 > 3.00),whereas the total 2% respondents strongly disagreed, 9% disagreed, 13% undecided, 38% agreed and 38% strongly agreed. The cumulative percentage of all the options and mean of the entire statement predicts that majority of the respondents in public sector universities have the stance that coaching and training influenced university sport in the province of KP, Pakistan, (A,SA= 38% > UD= 15% > DA= 8% & SDA=

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4%). Following, the figure 4.2 also explained the separate mean of every statement subject to the interest of the university authorities influencing sport at university level. Table # 4.3: Perceptions of public sector university athletes and director sport regarding the influence of incentives to athletes on university sport. SDA DA UD A SA # Incentives to Athletes f f f f f Mean (%) (%) (%) (%) (%) 1. Unpaid or minimum traveling allowance to athlete at universities affect the 14 45 51 139 164 3.95 participation level of the athletes in sport (3%) (11%) (12%) (34% (40%) activities. 2. Unpaid or minimum daily allowance to 23 54 45 128 163 athletes for sport competition lead towards 3.86 (6%) (13%) (11%) (31%) (29%) disinterest in sport competition 3. Unpaid or less amount of Match fee to the 17 44 45 170 136 athletes lower the participation level in 3.88 (4%) (11%) (11%) (41%) (33%) sport activities. 4. Unavailability of refreshment to the 19 65 78 136 115 3.64 athletes lowers the sport participation. (5%) (16%) (19%) (33%) (28%) 5. Awarding no or less cash prizes to athletes create lack of motivation which lead 17 23 47 171 155 4.03 towards less participation of athletes in (4%) (6%) (11%) (41%) (38%) Sport activities. 6. Improper or no provision of the 8 27 25 230 123 accommodation facilities to athletes affect 4.05 (2%) (7%) (6%) (56%) (30%) the level of participation in sport activities 7. Reserved sport seats in admission policy 07 33 72 113 188 for athlete increases the motivational level 4.07 (2%) (8%) (17%) (27%) (46%) of athletes towards sport participation 8. Sport Scholarships for best athletes at 09 17 85 119 210 university level increases the level of sport 4.11 (2%) (4%) (21%) (27%) (46%) participation among university athletes 9. Nepotism/favoritism in selection for tours 22 25 58 156 172 with in the country or abroad may affect 3.95 (5%) (6%) (14%) (38%) (37%) the university athlete’s sport participation. 10. Lack of proper incentives to the athletes restricts the participation of athletes in 04 27 58 186 138 4.03 sport at national and international level (1%) (7%) (14%) (45%) (33%) competitions. 11. Lake of incentives to athletes is the 04 48 65 162 134 dominant factor influencing university 3.91 (1%) (12%) (16%) (39%) (32%) sport.

Total (3%) (9%) (14%) (38%) (36%) 3.95 SDA= Stronlgy Disagree, DA= Disagree, UD= Undecided, A= Agree, SA= Strongly Agree and f= frequency Mean of the scale 3.00

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Figure # 4.3: Showing the mean of 11 different statement regarding incentives to athletes influencing public sector University sport.

The above table describes the stance of the director sport and athletes of the public sector universities in respect of “incentives to athletes” influencing university sport. The frequencies and percentages of each the option and mean of the every statement are calculated separately. The total mean and percentage of the entire statements and options is also mentioned in the Table. The total mean of the entire statement is 3.95 which is greater than the mean of the scale 3.00 (3.95 > 3.00),whereas the total 3% respondents strongly disagreed, 9% disagreed, 14% undecided, 38% agreed and 36% strongly agreed. In this regards the total percentage of all the options and mean of the entire statement portray that greater part of the respondents in public sector universities agreed that lack of incentive to athletes influence university sport in the province of KP, Pakistan, (A, = 38% > SA=36% > UD= 14% > DA= 9% > SDA= 3%). Following, the figure also explained the separate mean of every statement subject to the interest of the university authorities influencing sport at university level.

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Table # 4.4: Perceptions of public sector universities athletes and director sport regarding the influence of the interest of university authority upon university sport. SDA DA UD A SA # Interest of the University Authority f f f f f Mean (%) (%) (%) (%) (%) 1. Lack of interest of the concerned 07 47 39 154 166 authority in sport at universities level 4.03 (2%) (11%) (9%) (37%) (40%) affects the sport participation Poor arrangement of annual sport 13 48 49 179 124 2. activities creates space for lowering the 3.85 (3%) (12%) (12%) (43%) (30%) level of sport participation Negative attitude of the authority 07 20 93 150 143 3. towards sport restrict the athletes to 3.97 (2%) (5%)5 (23%) (36%) (35%) participate in sport activities. Non proactive attitude of the authority for the arrangement of annual sport 08 31 71 170 133 4. 3.94 competition affects the university sport (2%) (8%) (17%) (41%) (32%) participation Lack of interest by the vice chancellor in opening and closing ceremony 21 57 64 137 134 5. 3.74 program of sport competition affects the (5%) (14%) (15%) (33%) (32%) university sport. Lack of interest of university authorities in sport activities can restrict the 10 54 56 122 171 6. athletes to improve their level of 3.94 (2%) (13%) (14%) (30%) (41%) participation to national and international level

(3%) (10%) (15%) (37%) (35%) 3.91 Total SDA= Stronlgy Disagree, DA= Disagree, UD= Undecided, A= Agree, SA= Strongly Agree and f= frequency Mean of the scale 3.00

Figure # 4.4: Showing the mean of 6 different items regarding interest of university authorities influencing public sector University sport

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In the above Table, the data of the 413 director sport and athletes from Public Sector universities were tabulated on the subject of no or least interest of the university authorities influencing sport at university level. In this regard the above table shows the separate frequencies, percentages of each options and mean of every statement and also the collective mean and percentage of the option and statement. The cumulative mean is 3.91 which is greater than the mean of the scale 3.00 (3.91 > 3.00), while the total 3% respondents strongly disagreed, 10% disagreed, 15% remain undecided, 37% agreed and 35% strongly agreed. The cumulative percentages of the above options and mean of the entire statement indicates that the majority group of respondents agreed that lack of the interest on part of university authorities influence sport at public sector universities (A= 37% > SA= 35% > UD= 15% > DA= 10% & SDA= 3%).

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Table # 4.5: Perceptions of public sector universities athletes and director sport regarding the influence of sport facilities upon university sport. SDA DS UD A SA # Sport Facilities f f f f f Mean (%) (%) (%) (%) (%) 1. Proper sport facilities are provided to the 12 48 29 118 206 4.11 athlete for sport competition which (3%) (12%) (7%) (29%) (50%) motivate the athletes to participate in sport activities 2. The university have ground facilities for 12 26 48 148 179 4.10 team sport competition at university to (3%) (6%) (12%) (36%) (43%) increase the level of participation among the athletes 3. The provided facilities are sufficient and 16 76 75 131 115 3.61 according to need of the athletes for (4%) (18%) (18%) (32%) (28%) taking part in sporting activities 4. All the provided facilities for sport is up 17 53 61 146 136 3.80 to the mark and latest to promote the (4%) (13%) (15%) (35%) (33%) participation of athletes in innovative ways 5. There is proper system of management 17 36 75 160 125 3.82 and repair of all the sport gears for the (4%) (9%) (18%) (39%) (30%) smooth conduction of sport activities among the athletes. 6. Safety measure facilities are available to 14 79 42 161 117 3.70 protect athletes from injuries to enhance (3%) (19%) (10%) (39%) (28%) sport participation level. 7. The students can get all the sport 14 37 74 137 151 3.91 equipment from the respected authority (3%) (9%) (18%) (33%) (37%) easily whenever they needed to participate in sport activities. 8. Lake of sport facilities create a space for 17 21 19 167 189 4.19 low participation in sport activities (4%) (5%) (5%) (40%) (46%) 9. Non availability of proper sport facilities 06 12 39 174 182 4.24 is among the most dominant factor for (1%) (3%) (9%) (45%) (44%) low participation in sport activities 10. lack of sport facilities restrict university 08 27 44 157 177 4.13 athletes participation from national and (2%) (7%) (11%) (38%) (43%) international level competition Total (3%) (10%) (12%) (36%) (38%) 3.96 SDA= Stronlgy Disagree, DA= Disagree, UD= Undecided, A= Agree, SA= Strongly Agree and f= frequency Mean of the scale 3.00

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Figure # 4.5: Showing the mean of 10 different items regarding sport facilities influencing public sector University sport

The above data illustrates the viewpoint of the director sport and athletes of the public sectors universities regarding the influence of the “lack of sport facilities” upon university’s sport. The data shows the frequencies, percentages of each options and mean of every statement. In addition to that, the accumulative mean and percentage of the entire statements is also mentioned. The Table shows the total mean of the entire statement is 3.96 which is greater than the mean of the scale 3.00 (3.96 > 3.00), while the total 3% respondents strongly disagreed, 10% disagreed, 15% remain undecided, 38% strongly agreed and 36% agreed. The cumulative percentages of the above options and mean of the entire statement indicates that majority respondents were of the view lack sport facilities influenced university sport (SA= 38% > SA= 36% > UD= 12% > DA= 10% & SDA= 3%).

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Table #4.6: Perceptions of the public sector universities athletes and director sport regarding the influence of academic engagement of the athletes upon university sport SDA DA UD A SA # Academic Engagement of the Athletes f f f f f Mean (%) (%) (%) (%) (%) 1. Larger involvement in the academic 05 16 48 158 186 activities causes low participation in 4.22 (1%) (4%) (12%) (38%) (45%) Sport activities at university level. 2. Academic calendar of the university 10 25 36 199 143 is responsible for low participation in 4.07 (2%) (6%) (9%) (48%) (35%) sport activities 3. Annual system of examination at 07 32 60 151 163 university level provide more space 4.04 (2%) (8%) (15%) (37%) (39%) for sport participation of the students 4. Term system of examination 15 31 57 150 160 comparatively lowers the chance for 3.99 (4%) (8%) (14%) (36%) (39%) sport participation of the athletes 5. Semester System does not give space to athletes for sport participation due 13 17 48 133 202 4.20 to busy schedule throughout (3%) (4%) (12%) (32%) (49%) semester. 6. Most of the students do not 08 25 57 184 139 participate in sport activities due to 4.02 (2%) (6%) (14%) (45%) (34%) educational or other commitments. 7. Daily submission of the assignment and tests consume most of the time of 04 17 40 187 165 4.19 the students which leads towards (1%) (4%) (10%) (45%) (40%) absentee in play grounds 8. Teachers do not like sport and stress on athletes for academic affairs 03 36 46 164 164 which leads towards low 4.09 (1%) (9%) (11%) (40%) (40%) participation in sport activities at University level. 9. Student can’t achieve success in the academic and sport evenly which put 05 18 51 191 148 4.11 negative impact on athletes sport (1%) (4%) (12%) (46%) (36%) participation 10. Students are over conscious for their academic as compare to sport which 04 22 62 171 154 may decrease the level of 4.09 (1%) (5%) (15%) (41%) (37%) participation among the university athletes. 11. inflexible time schedules do not 09 30 37 180 157 allow student to participate in sport 4.08 (2%) (7%) (9%) (44%) (38%) activities 12. University Athletes can not improve their level of participation in sport to 09 43 63 145 153 3.94 national or international due to their (2%) 10(%) (15%) (35%) (37%) academic engagements. Total (2%) (6%) (12%) (41%) (39%) 4.09 SDA= Stronlgy Disagree, DA= Disagree, UD= Undecided, A= Agree, SA= Strongly Agree and f= frequency Mean of the scale 3.00

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Figure # 4.6: Showing the mean of 12 different items regarding academic engagement of the athletes influencing public sector university sport

The above Table explains the viewpoint of the director sport and athletes of the public sectors universities regarding the influence of the “academic engagement of the athletes” upon university sport. In this regards the frequencies and percentages of each option and mean of every statement is declared. Similarly, the collective mean and percentage of the entire statements has also been declared. The Table shows the total mean of the entire statement is 4.09 which is greater than the mean of the scale 3.00 (3.96 > 3.00), while the total 2% respondents strongly disagreed, 6% disagreed, 12% undecided, 41% agreed and 39% strongly agreed. The cumulative percentages of the above options and mean of the entire statement indicates that the majority respondents were in favors that academic engagement of the athletes influenced university sport. (A= 41% > SA= 39% > UD= 12% > DA= 6% & SDA= 2%).

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4.2: Influence of external factors upon sport at public sector universities of KP, Pakistan. Table # 4.7: Perceptions of the public sector universities athletes and director sport regarding the influence Media upon university sport. # Role of Media SDA DS UD A SA Mean f f f f f (%) (%) (%) (%) (%) 1. Lake of support of print media affects 22 24 65 147 155 3.94 university sport participation among the (5%) (6%) (16%) (36%) (38%) athletes 2. Poor coverage of the electronic media causes 09 33 54 215 102 3.89 for low participation in sport among the (2%) (8%) (13%) (52%) (25%) university athletes 3. On account of massive involvement of the 14 38 46 177 138 3.94 students in social media (face book, whatsapp. (3%) (9%) (11%) (43%) (33%) etc.), leads towards low participation in sport 4. Lack of sponsorship renders the pivotal role of 04 55 84 170 100 3.74 media weaker and may lead towards poor (1%) (13%) (20%) (41%) (24%) participation among university students. 5. Local media (print and electronic) avoids 07 37 81 138 150 3.94 proper coverage of the university sport. (2%) (9%) (20%) (33%) (36%) 6. The university authorities avoid involvement 22 55 77 146 113 3.66 of the media in perspectives of the coverage of (5%) (13%) (19%) (35%) (27%) university sport competition. 7. On account of lack of proper media coverage, 23 15 73 172 130 3.90 the potential of the athletes are not properly (6%) (4%) (18%) (42%) (31%) highlighted which may leads to restrict the athletes to have exposure at national and international level. 8. Role of media is one of the most dominant 21 37 32 166 157 3.97 factors affecting sport participation at (5%) (9%) (8%) (40%) (38%) university level.

Total (4%) (9%) (15%) (40%) (32%) 3.87 SDA= Stronlgy Disagree, DA= Disagree, UD= Undecided, A= Agree, SA= Strongly Agree and f= frequency Mean of the scale 3.00

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Figure # 4.7: Showing the mean of 8 different items regarding media influencing public sector University sport

The above Table explains the perception of the director sport and athletes of the public sectors universities regarding the “role of media” influencing upon university sport in the province of KP, Pakistan. The Table shows that the total mean of the entire statement is 3.87 which is greater than the mean of the scale 3.00 (3.87 > 3.00), while the total 4% respondents strongly disagreed, 9% disagreed, 15% remain undecided, 40% agreed and 32% strongly agreed. The cumulative percentages of the above options and mean of the entire statement indicates that the majority respondents of public sector universities were of the stand point that role of media influence the university sport, (A= 41% > SA= 39% > UD= 12% > DA= 6% & SDA= 2%).

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Table # 4.8: Perceptions of the public sector universities athletes and director sport regarding influence of Law and Order Situation upon university sport.

SDA DA UN A SA # Law and Order Situation f F f f f Mean (%) (%) (%) (%) (%)

1. The students avoid participating in sport on 19 25 72 176 121 3.86 account of the fact that proper mechanism of (5%) (6%) (17%) (43%) (29%) law and ordering is not intact. 2. On account of danger of terrorist attack most 22 45 67 164 115 3.74 of the athletes avoid to participate in sport (5%) (8%) (16%) (40%) (28%) activities attracting huge crowds at university level. 3. Religious beliefs refrain most of the athletes to 28 33 103 156 93 3.61 participate in sport activities at university (7%) (8%) (25%) (38%) (23%) level. 4. Non availability of proper security system at 19 45 85 157 107 3.70 the venues of sport affects the participation of (5%) (11%) (21%) (38%) (26%) the athlete in sport at university level. 5. Biased political involvement in the universities 13 45 78 196 81 3.69 affairs lead towards insecurity may cause (3%) (11%) (19%) (47%) (20%) lowering trend of sport participation. 6. Students avoid sport participation due to the 11 53 57 172 120 3.82 danger of violence and aggression at venue of (3%) (13%) (14%) (42%) (29%) sport at university level. 7. Danger of target killing, bomb blast & cracker 13 55 72 192 81 3.66 attack badly affects university sport (3%) (13%) (17%) (46%) (20%) participation. 8. On account of un-sport man like behavior of 10 46 85 167 105 3.75 the pressure groups among the students, affect (2%) (11%) (21%) (40%) (25%) participation in sport at university level. 9. Due to poor law and order situation, most of 15 39 59 174 126 3.86 the athletes do not get opportunity to appear at (4%) (9%) (14%) (42%) (31%) the national and international sport arena. 10. Poor law and order situation is one of the main 09 38 88 130 148 3.90 factors affecting university sport competitions. (2%) (9%) (21%) (31%) (36%)

Total (4%) (10%) (19%) (41%) (27%) 3.76 SDA= Stronlgy Disagree, DA= Disagree, UD= Undecided, A= Agree, SA= Strongly Agree and f= frequency Mean of the scale 3.00

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Figure # 4.8: Showing the mean of 10 different items regarding law and order situation influencing public sector University sport

The data in the above Table explains the insight of the director sport and athletes of the public sectors universities regarding the influence of “law and order situation” upon university sport. In this regards the frequencies and percentages of every option and mean of each statement is declared separately in the data regarding the influence of law and order situation upon university sport in the province of KP, Pakistan. The Table depicts the collective mean of the entire statement is 3.76 which is greater than the mean of the scale 3.00 (3.76 > 3.00), while the total 4% respondents strongly disagreed, 10% disagreed, 19% remain undecided, 41% agreed and 27% strongly agreed. So the collective percentages of the options and mean of the entire statement specify that the greater part of the respondents in public sector universities have the stance that law and order situation influenced university sport in the province of KP, Pakistan, (A= 41% > SA= 27% > UD= 19% > DA= 10% & SDA= 4%).

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Table # 4.9: Perceptions of the public sector universities athletes and director sport regarding influence of Family upon university sport. SDA DS UD A SA # Influence of Family f f f f f Mean (%) (%) (%) (%) (%) 1. Negative attitude of the parents towards sport 12 17 37 146 201 4.23 participation of their wards affects sport (3%) (4%) (9%) (35%) (49%) participation at university level. 2. Parent’s high expectation regarding academic 05 22 54 170 162 4.12 performance of their wards hinders their sport (1%) (5%) (13%) (41%) (39%) participation at university level. 3. Family financial problems affect the 18 36 55 173 131 3.88 University Sport (4%) (9%) (13%) (42%) (32%) 4. Family domestic problems also hinder sport 11 34 48 114 206 4.14 participation at university level. (3%) (8%) (12%) (28%) (50%) 5. Unawareness of the parents/guardian 05 36 29 237 106 3.98 regarding the benefits of sport, serves as a (1%) (9%) (7%) (57%) (26%) barrier towards prompt participation in the university sport. 6. Too many children in a family also play the 10 28 54 219 92 3.86 role of working barrier towards sport (2%) (7%) (15%) (53%) (22%) participation at university level. 7. It is often difficult for the parents to 06 42 60 180 125 3.91 simultaneously manage finances for (1%) (10%) (15%) (44%) (30%) educational as well as sport expenses at university level. 8. Expensive nature of sport goods does not 11 38 47 167 150 3.99 allow the poor students to take part and (3%) (9%) (11%) (40%) (36%) flourish in the university sport. 9. Parents do not allow their wards to participate 12 34 79 167 121 3.85 in the university sport on account of the (3%) (8%) (19%) (40%) (29%) danger of being victim of any type of sport injury. 10. Fear of parents regarding happening of any 07 35 63 156 152 4.00 untoward accident during play may lead to (2%) (8%) (15%) (38%) (37%) low sport participation at university level.

Total (2%) (8%) (13%) (42%) (35%) 3.99 SDA= Stronlgy Disagree, DA= Disagree, UD= Undecided, A= Agree, SA= Strongly Agree and f= frequency Mean of the scale 3.00

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Figure # 4.9: Showing the mean of 10 different items regarding family influencing public sector University sport

The calculation of the data in the above Table gives a detail explanation about the stance of the director sport and athletes of the public sectors universities regarding the influence of “family” upon university sport. The Table depicts the collective mean of the entire statement is 3.99 which is greater than the mean of the scale 3.00 (3.99 > 3.00), while the total 2% respondents strongly disagreed, 8% disagreed, 13% remain undecided, 42% agreed and 35% strongly agreed. In this way the collective percentages of all the options and mean of the entire statement proved that the greater part of the respondents in public sector universities were in favor that family influence university sport in the province of KP, Pakistan, (A= 42% > SA= 35% > UD= 13% > DA= 8% & SDA= 2%).

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Table # 4.10: Perceptions of the public sector universities athletes and director sport regarding influence of Socio-Cultural Limitation upon university sport. SDA DS UD A SA # Socio-Cultural Limitation f f f f f Mean (%) (%) (%) (%) (%) 1. Culture of snubbing affect sport 09 39 92 131 142 3.87 participation negatively at university level. (2%) (9%) (22%) (32%) (34%)

2. Socio-cultural limitation affects sport 05 26 72 170 140 4.00 promotion negatively at university level. (1%) (6%) (17%) (41%) (34%)

3. Mix gender sport competition may affect 11 27 29 151 195 4.19 sport participation at university level. (3%) (7%) (7%) (37%) (47%)

4. On account of cultural grounds, female are 26 15 35 196 141 4.00 not allowed to openly participate at (6%) (4%) (8%) (47%) (31%) university level and may lead toward lowering sport activities at university level. . 5. Cultural values like veil (Hijab/Parda) 20 18 40 206 129 3.98 hamper sport promotion among female at (5%) (4%) (10%) (50%) (%) university level 6. Indigenous games of the area affect the 11 38 79 160 125 3.85 organized games at university sport (3%) (9%) (19%) (39%) (30%)

7. Religious restrictions of culture affect 22 42 74 164 111 3.73 university sport. (5%) (10%) (18%) (40%) (27%)

8. Socio culture limitation restrict the 23 38 50 171 131 3.85 athletes to participate at national and (6%) (9%) (12%) (41%) (32%) international level competitions 9. Socio culture limitations of the area are 27 37 72 144 133 3.77 one of the most dominant factors affecting (7%) (9%) (17%) (35%) (32%) sport at university level.

Total (4%) (8%) (15%) (40%) (34%) 3.91 SDA= Stronlgy Disagree, DA= Disagree, UD= Undecided, A= Agree, SA= Strongly Agree and f= frequency Mean of the scale 3.00

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Figure # 4.10: Showing the mean of 9 different items regarding socio culture influencing public sector University sport

Explanation of the above table shows the opinion of the director sport and athletes of the public sectors universities regarding the influence of “Socio-cultural limitations” upon university sport. The frequencies and percentages of all the option and mean of every statement are declared separately and cumulatively. The collective mean of the entire statement is 3.91 which is greater than the mean of the scale 3.00 (3.91 > 3.00), and the total 4% respondents strongly disagreed, 8% disagreed, 15% remain undecided, 40% agreed and 34% strongly agreed. Therefore the collective percentages of all the options and mean of the entire statement proved that the most of the respondents in public sector universities were in favor that Socio-cultural limitations influence university sport in the province of KP, Pakistan, (A= 40% > SA= 34% > UD= 15% > DA= 8% & SDA= 4%).

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4.3: Influence of internal factors upon sport at private sector universities of KP, Pakistan. Table # 4.11: Perceptions of the private sector university's athletes and director sport regarding influence of first-aid upon university sport. SDA DA UD A SA # First-Aid f f f f f Mean (%) (%) (%) (%) (%) 1. Non-availability of the on-spot First Aid 01 07 33 62 57 4.04 facility affects the volume of sport (1%) (4%) (21%) (39%) (36%) participation among athletes. 2. Non availability of the sub-standard and 00 23 23 70 55 4.05 latest equipment of first aid affects (0%) (14%) (14%) (44%) (34%) prompt participation in sport among the athletes at university level. 3. Deficient availability of the qualified 01 00 13 85 61 4.28 doctors and physiotherapist also has (1%) (0%) (8%) (53%) (38%) negative impact upon sport participation of athletes at university level. 4. The fear of improper handling of injuries 00 02 03 78 77 4.44 in sport competition affects the level of (0%) (1%) (2%) (49%) (48%) participation among athletes. 5. Non availability of the transport facility 00 09 25 49 77 4.21 in the event of occurrence of any mishap (0%) (6%) (16%) (31%) (48%) during the play affects sport participation of the athletes at university level 6. Ignorance of the basic principles of 02 06 05 79 68 4.28 rendering first aid leads towards low (1%) (4%) (3%) (49%) (43%) participation of the athletes in Sport activities. 7. The role of Non availability of the first 00 01 41 53 65 414 aid is dominant among all other factors (0%) (1%) (26%) (33%) (41%) influencing sport participation among athletes. 8. None or less availability of first aid 02 22 13 37 86 4.14 facility impedes participation of the (1%) (14%) (8%) (23%) (54%) athletes at national or international level sport competition. Total (0.47%) (5%) (12%) (40%) (43%) 4.20 SDA= Stronlgy Disagree, DA= Disagree, UD= Undecided, A= Agree, SA= Strongly Agree and f= frequency Mean of the scale 3.00

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Figure # 4.11: Showing the mean of 8 different items regarding first aid influencing Private sector University sport

The above Table gives detail about the viewpoint of athletes and director sport of the private sectors universities regarding the influence of “First aid” upon university sport. The frequencies and percentages of all the option and mean of every statement are calculated separately. The collective mean of the entire statement is 4.20 which is greater than the mean of the scale 3.00 (4.20 > 3.00),while the total 0.47% respondents strongly disagreed, 5% disagreed, 12% stay undecided, 40% agreed and 43% strongly agreed. So the collective percentage of all the options and mean of the entire statement corroborate that bulk of the respondents in private sector universities were in favor that non availability of first aid influence university sport in the province of KP, Pakistan, (SA= 43% > A= 40% > UD= 12% > DA= 5% & SDA= 0.47%).

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Table # 4.12: Perceptions of the private sector universities athletes and director sport regarding influence of coaching and training upon university sport. SDA DS UD A SA # Coaching and Training f f f f f Mean (%) (%) (%) (%) (%) 1. Improper coaching and training 01 00 04 51 104 4.61 facilities for athletes affects the (1%) (0%) (3%) (32%) (65%) participation level of athletes in Sport activities. 2. The negative attitude of the coach 01 02 14 60 83 4.39 affects the motivational level of the (1%) (1%) (9%) (38%) (52%) athletes, which may lead to affect sport participation of the athletes. 3. Busy schedule of the coaches affects 00 01 06 64 89 4.51 the performance of the athletes in sport (0%) (1%) (4%) (40%) (56%) competition. 4. Negative role of the Coach regarding 00 02 18 53 87 4.41 tackling the social problems of the (0%) (1%) (11%) (33%) (54%) player can affect sport participation of the athletes. 5. Coaches are not playing their role to 01 00 17 69 73 4.33 develop the athletes psychologically (1%) (0%) (11%) (43%) (46%) which may affect the participation level of the athletes in sport activities. 6. Lack of the sense of responsibility on 00 02 22 53 83 4.36 part of coach’s affects the satisfaction (0%) (1%) (14%) (33%) (52%) level of athletes while participating in sporting activities. 7. Non-effective coaching/training affects 05 14 15 64 62 4.03 the level of self esteem among the (3%) (9%) (9%) (40%) (39%) athletes in connection to participation in Sport activities 8. Negative reinforcement from coach 01 01 11 66 81 4.41 affects the participation level of the (1%) (1%) (7%) (41%) (51%) athletes in sport activities 9. The unhealthy relation between coach 02 16 07 52 83 4.24 and athletes influence the participation (1%) (10%) (4%) (33%) (52%) level of the athletes in sport activities. 10. Untrained coaches may cause to 01 01 13 54 91 4.46 increase the level of severe injuries (1%) (2%) (8%) (34%) (57%) among the athletes in sport which leads towards low sport participation. 11. Insulting, shouting, verbal abusing of 02 05 19 61 73 4.24 coach and trainer during their session (1%) (3%) (12%) (38%) (46%) may create space for low participation in sport activities 12. Poor relation of the coaches with 05 02 38 32 83 4.16 athlete’s parents and referees affect the (3%) (1%) (24%) (20%) (52%) participation level of the athlete in sport. 13. Discrimination and nepotism of the 00 03 15 58 84 4.39 coach and trainer may create hurdle for (0%) (2%) (9%) (36%) (53%)

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athlete to participate in sport activities. 14. Non availability of proper coaching 02 04 25 34 95 4.35 and training facilities is the most (1%) (3%) (16%) (21%) (%) dominant factor influences the participation level of athletes in sport. 15. Negative behavior of the coach and 00 02 08 64 86 4.46 trainer hamper the athlete to participate (0%) (1%) (5%) (40%) (59%) at national or international level? Total (0.8%) (2.2%) (9.7%) (34.8%) (52.4%) 4.36 SDA= Stronlgy Disagree, DA= Disagree, UD= Undecided, A= Agree, SA= Strongly Agree and f= frequency Mean of the scale 3.00

Figure # 4.12:

Showing the mean of 15 different items regarding coaching and training influencing Private sector University sport

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Details about the standpoint of athletes and director sport of the private sectors universities regarding the influence of “coaching and training faculties” upon university sport are explained in the above table. The cumulative mean of all the statement is 4.36 which is greater than the mean of the scale 3.00 (4.36 > 3.00),whereas the total 0.8% respondents strongly disagreed, 2.2% disagreed, 9.7% stay undecided, 34% agreed and 52.4% strongly agreed. Hence the collective percentage of all the options and mean of the entire statement support that a large numbers of the respondents in private sector universities were of the opinion that lack coaching and training facilities influence university sport, (SA= 43% > A= 40% > UD= 12% > DA= 5% & SDA= 0.47%).

Table # 4.13:

Perceptions of the private sector universities athletes and director sport regarding influence of incentives to athletes upon university sport. SDA DS UD A SA # Incentives to University Athletes f f f f f Mean (%) (%) (%) (%) (%) 1. Unpaid or minimum traveling 20 02 17 67 54 3.83 allowance to athlete at universities (13%) (1%) (11%) (42%) (34%) affect the participation level of the athletes in sport activities. 2. Unpaid or minimum daily allowance to 07 00 19 64 70 4.19 athletes for sport competition lead (4%) (0%) (12%) (40%) (44%) towards disinterest in sport competition 3. Unpaid or less amount of Match fee to 00 01 64 55 40 3.84 the athletes lower the participation (0%) (1%) (40%) (34%) (25%) level in sport activities. 4. Unavailability of refreshment to the 01 05 18 66 70 4.24 athletes lowers the sport participation. (1%) (3%) (11%) (41%) (44%) 5. Awarding no or less cash prizes to 00 10 05 52 93 4.43 athletes create lack of motivation (0%) (6%) (3%) (33%) (58%) which lead towards less participation of athletes in Sport activities. 6. Improper or no provision of the 06 01 16 43 94 4.36 accommodation facilities to athletes (4%) (1%) (10%) (27%) (59%) affect the level of participation in sport activities 7. Reserved sport seats in admission 01 00 14 48 97 4.50 policy for athlete increases the (1%) (0%) (9%) (30%) (61%) motivational level of athletes towards sport participation 8. Sport Scholarships for best athletes at 05 00 18 47 90 4.36 university level increases the level of (3%) (0%) (11%) (29%) (56%) sport participation among university

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athletes 9. Nepotism/favoritism in selection for 01 05 22 45 87 4.33 tours with in the country or abroad (1%) (3%) (14%) (28%) (54%) may affect the university athlete’s sport participation. 10. Lack of proper incentives to the 00 08 24 36 92 4.33 athletes restricts the participation of (0%) (5%) (15%) (23%) (58%) athletes in sport at national and international level competitions. 11. Lake of incentives to athletes is the 05 01 16 65 73 4.25 dominant factor influencing university (3%) (1%) (10%) (41%) (46%) sport. Total (3%) (2%) (13%) (33%) (49%) 4.24 SDA= Stronlgy Disagree, DA= Disagree, UD= Undecided, A= Agree, SA= Strongly Agree and f= frequency Mean of the scale 3.00

Figure # 4.13:

Showing the mean of 11 different items regarding incentives to athletes influencing Private sector University sport

Same like others the explanation of the above Table expresses the perception of the director sport and athletes of the private sectors universities regarding the influence of “incentives to athletes” upon university sport. Frequencies, percentages of every the option and mean of all the statement are mentioned individually with reference to incentives to athletes influencing upon university sport. The joint mean of the entire statement is 4.24 which is greater than the mean of the scale 3.00 (4.24 > 3.00), and the total 3% respondents strongly disagreed, 2% disagreed, 13% remain undecided, 33% agreed and 49% strongly agreed. So the collective percentage of all the options and mean of the entire statement confirms that the huge numbers of the selected sample in private sector universities were of the opinion that incentives to athletes influenced university sport in the province of KP, Pakistan, (SA= 49% > SA= 33% > UD= 13% > SDA= 3% > & DA= 2%).

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Table # 4.14: Perceptions of the private sector universities athletes and director sport regarding influence of Interest of the University Authority upon university sport. SDA DA UD A SA # Interest of the University Authority f f f f f Mean (%) (%) (%) (%) (%) 1. Lack of interest of the concerned authority 01 02 16 65 76 4.33 in sport at universities level affects the (1%) (1%) (10%) (41%) (48%) sport participation 2. Poor arrangement of annual sport activities 01 02 30 67 60 4.14 creates space for lowering the level of sport (1%) (1%) (19%) (42%) (38%) participation 3. Negative attitude of the authority towards 00 08 18 65 69 4.22 sport restrict the athletes to participate in (0%) (5%) (11%) (41%) (43%) sport activities. 4. Non proactive attitude of the authority for 00 02 07 77 74 4.39 the arrangement of annual sport (0%) (1%) (4%) (48%) (46%) competition affects the university sport participation 5. Lack of interest by the vice chancellor in 09 00 13 63 75 4.22 opening and closing ceremony program of (6%) (0%) (8%) (39%) (47%) sport competition affects the university sport. 6 Lack of interest of university authorities in 02 10 19 64 65 4.13 sport activities can restrict the athletes to (1%) (6%) (12%) (40%) (41%) improve their level of participation to national and international level

Total (1%) (3%) (11%) (42%) (44%) 4.24 SDA= Stronlgy Disagree, DA= Disagree, UD= Undecided, A= Agree, SA= Strongly Agree and f= frequency Mean of the scale 3.00

Figure # 4.14:

Showing the mean of 6 different items regarding interest of university authorities influencing Private sector University sport

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Perception the of athletes and director sport of the private sectors universities regarding the influence of “interest of the university authority” upon university sport is described in the above table. The frequencies and percentages of the every option and mean of each statement are designed separately in the table. The cumulative mean of all the statement is 4.24 which is greater than the mean of the scale 3.00 (4.24 > 3.00), whereas the total 1% respondents strongly disagreed, 3% disagreed, 11% stay undecided, 42% agreed and 44% strongly agreed. Therefore the cumulative percentage of all the options and mean of the entire statement prove that greater part of the respondents in private sector universities were of the opinion that interest of the university authority influence university sport, (SA= 43% > A= 40% > UD= 12% > DA= 5% & SDA= 0.47%).

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Table # 4.15: Perceptions of the private sector universities athletes and director sport regarding influence of Sport Facilities upon university sport. SDA DA UD A SA # Sport Facilities f f f f f Mean (%) (%) (%) (%) (%) 1. Proper sport facilities are provided to the 00 01 17 77 65 4.29 athlete for sport competition which motivate (0%) (1%) (11%) (48%) (41%) the athletes to participate in sport activities 2. The university have ground facilities for team 13 13 12 34 88 4.07 sport competition at university to increase the (80%) (8%) (8%) (21%) (55%) level of participation among the athletes 3. The provided facilities are sufficient and 09 18 30 47 56 3.77 according to need of the athletes for taking (6%) (11%) (19%) (29%) (35%) part in sporting activities 4. All the provided facilities for sport is up to the 15 19 24 42 60 3.71 mark and latest to promote the participation of (9%) (12%) (15%) (26%) (38%) athletes in innovative ways 5. There is proper system of management and 00 02 08 94 56 4.28 repair of all the sport gears for the smooth (0%) (1%) (5%) (59%) (35%) conduction of sport activities among the athletes. 6. Safety measure facilities are available to 01 18 11 55 75 4.16 protect athletes from injuries to enhance sport (1%) (11%) (7%) (34%) (47%) participation level. 7. The students can get all the sport equipment 08 01 13 62 76 4.23 from the respected authority easily whenever (5%) (1%) (8%) (39%) (48%) they needed to participate in sport activities. 8. Lake of sport facilities create a space for low 02 01 02 51 104 4.59 participation in sport activities (1%) (1%) (1%) (32%) (65%) 9. Non availability of proper sport facilities is 00 02 26 48 84 4.34 among the most dominant factor for low (0%) (1%) (16%) (30%) (53%) participation in sport activities 10 lack of sport facilities restrict university 00 09 18 47 86 4.31 athletes participation from national and (0%) (6%) (11%) (29%) (54%) international level competition

Total (3%) (5%) (10%) (35%) (47%) 4.17 SDA= Stronlgy Disagree, DA= Disagree, UD= Undecided, A= Agree, SA= Strongly Agree and f= frequency Mean of the scale 3.00

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Figure # 4.15: Showing the mean of 10 different items regarding sport facilities influencing Private sector University sport

The Table illustrates the stance of the athletes and director sport of the private sectors universities regarding the influence of “sport facilities” upon university sport. Frequencies and percentages of the every option and mean of each statement are ended separately. The cumulative percentage and mean of the entire statements is also pointed out. The cumulative mean of all the statement is 4.17 which is greater than the mean of the scale 3.00 (4.17 > 3.00), while the total 3% respondents strongly disagreed, 5% disagreed, 10% remain undecided, 35% agreed and 47% strongly agreed. Therefore the cumulative percentage of all the options and mean of the entire statement conform that majority of the respondents in private sector universities have the stance that lack of sport facilities influence university sport, (SA= 43% > A= 40% > UD= 12% > DA= 5% & SDA= 0.47%).

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Table # 4.16: Perceptions of the private sector universities athletes and director sport regarding influence of Academic engagement of the athletes upon university sport. SDA DA UD A SA #Academic Engagement of the Athletes f f f f f Mean (%) (%) (%) (%) (%)

1. Larger involvement in the academic 00 03 06 96 55 4.27 activities causes low participation in (0%) (2%) (4%) (60%) (34%) Sport activities at university level. 2. Academic calendar of the university 00 01 33 57 69 4.21 is responsible for low participation (0%) (1%) (21%) (36%) (43%) in sport activities 3. Annual system of examination at 01 07 27 77 48 4.03 university level provide more space (1%) (4%) (17%) (48%) (30%) for sport participation of the students 4. Term system of examination 01 01 26 59 73 4.26 comparatively lowers the chance for (1%) (1%) (16%) (37%) (46%) sport participation of the athletes 5. Semester System does not give space 06 05 46 37 69 4.04 to athletes for sport participation due (4%) (3%) (29%) (23%) (43%) to busy schedule throughout semester. 6. Most of the students do not 01 01 23 60 75 4.29 participate in sport activities due to (1%) (1%) (14%) (38%) (47%) educational or other commitments. 7. Daily submission of the assignment 13 07 19 42 79 4.04 and tests consume most of the time (8%) (4%) (12%) (26%) (49%) of the students which leads towards absentee in play grounds 8. Teachers do not like sport and stress 00 03 45 40 72 4.13 on athletes for academic affairs (0%) (2%) (28%) (25%) (45%) which leads towards low participation in sport activities at University level. 9. Student can’t achieve success in the 05 00 38 51 66 4.08 academic and sport evenly which put (3%) (0%) (24%) (32%) (41%) negative impact on athletes sport participation 10. Students are over conscious for their 06 01 35 49 69 4.09 academic as compare to sport which (4%) (1%) (22%) (31%) (43%) may decrease the level of participation among the university athletes. 11. inflexible time schedules do not 00 14 05 45 96 4.39 allow student to participate in sport (0%) (9%) (3%) (28%) 60(%) activities 12. University Athletes can not improve 08 05 31 37 79 4.09 their level of participation in sport to (5%) (3%) (19%) (23%) (49%) national or international due to their academic engagements.

Total (2%) (3%) (17%) (34%) (44%) 4.16

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SDA= Stronlgy Disagree, DA= Disagree, UD= Undecided, A= Agree, SA= Strongly Agree and f= frequency, Mean of the scale 3.00 Figure # 4.16: Showing the mean of 12 different items regarding academic engagement of the athletes influencing Private sector University sport

The above table shows the opinion of the athletes and director sport of the private sectors universities about the influence of “academic engagement” upon the university sport. In this regards the frequencies and percentages of the separate option and mean of separate statement are ended individually. The cumulative percentage and mean of the entire statements is pointed out too. The cumulative mean of all the statement is 4.16 which is greater than the mean of the scale 3.00 (4.16 > 3.00), while the total 2% respondents strongly disagreed, 3% disagreed, 17% stay undecided, 34% agreed and 44% strongly agreed. The cumulative percentage of all the options and mean of the entire statement provide evident that large amount of the respondents in private sector universities were have the perspective that academic engagement of the athletes influenced university sport, (SA= 44% > A= 34% > UD= 17% > DA= 3% & SDA= 2%).

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4.4: Influence of external factors upon sport at private sector universities of KP, Pakistan. Table # 4.17: Perceptions of the private sector universities athletes and director sport regarding influence Media upon university sport SDA DA UN A SA # Role of Media f f f f f Mean (%) (%) (%) (%) (%) 1. Lake of support of print media affects 01 10 17 78 54 4.09 university sport participation among the (1%) (6%) (11%) (49%) (34%) athletes 2. Poor coverage of the electronic media 00 05 32 55 68 4.16 causes for low participation in sport (0%) (3%) (20%) (34%) (43%) among the university athletes 3. On account of massive involvement of the 00 08 23 64 65 4.16 students in social media (face book, (0%) (5%) (14%) (40%) (41%) whatsApp. etc.), leads towards low participation in sport 4. Lack of sponsorship renders the pivotal 00 01 34 49 76 4.25 role of media weaker and may lead (0%) (1%) (21%) (31%) (48%) towards poor participation among university students. 5. Local media (print and electronic) avoids 00 09 17 77 57 4.14 proper coverage of the university sport. (0%) (6%) (11%) (48%) (36%) 6. The university authorities avoid 01 10 17 67 65 4.16 involvement of the media in perspectives (1%) (6%) (11%) (42%) (41%) of the coverage of university sport competition. 7. On account of lack of proper media 00 00 18 82 60 4.26 coverage, the potential of the athletes are (0%) (0%) (11%) (51%) (38%) not properly highlighted which may leads to restrict the athletes to have exposure at national and international level. 8. Role of media is one of the most dominant 08 00 06 69 77 4.29 factors affecting sport participation at (5%) (0%) (4%) (43%) (48%) university level.

Total (1%) (3%) (13%) (42%) (41%) 4.19 SDA= Stronlgy Disagree, DA= Disagree, UD= Undecided, A= Agree, SA= Strongly Agree and f= frequency Mean of the scale 3.00

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Figure # 4.17: Showing the mean of 8 different items regarding media influencing Private sector University sport

The table 4.17 illustrates the estimation of the athletes and director sport of the private sectors universities about “role of media” as external factor influencing university sport in the province of KP, Pakistan. For this very purpose the mean of each statement and frequencies, percentages of every option are calculated individually as well as collectively. As a result the cumulative mean of all the statement is 4.19 which is greater than the mean of the scale 3.00 (4.19 > 3.00),whereas the total 1% respondents strongly disagreed, 3% disagreed, 13% stay undecided, 42% agreed and 41% strongly agreed. The cumulative percentage of the entire options and mean of all the statement provide an evident that large amount of the respondents in private sector universities have the perspective that role of media influence university sport, (SA= 44% > A= 34% > UD= 17% > DA= 3% & SDA= 2%).

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Table # 4.18: Perceptions of the private sector universities athletes and director sport regarding influence of Law and Order situation upon university sport SDA DA UD A SA # Law and Order Situation f f f f f Mean (%) (%) (%) (%) (%) 1. The students avoid participating in 06 00 20 63 71 4.21 sport on account of the fact that proper (4%) (0%) (13%) (39%) (44%) mechanism of law and ordering is not intact. 2. On account of danger of terrorist attack 07 06 22 51 74 412 most of the athletes avoid to participate (4%) (4%) (14%) (32%) (46%) in sport activities attracting huge crowds at university level. 3. Religious beliefs refrain most of the 00 15 21 71 4.13 athletes to participate in sport activities (0%) (9%) (13%) (44%) at university level. 4. Non availability of proper security 07 00 18 64 71 4.20 system at the venues of sport affects (4%) (0%) (11%) (40%) (44%) the participation of the athlete in sport at university level. 5. Biased political involvement in the 00 14 22 52 72 4.14 universities affairs lead towards (0%) (9%) (14%) (33%) (45%) insecurity may cause lowering trend of sport participation. 6. Students avoid sport participation due 05 13 27 59 56 3.93 to the danger of violence and (3%) (8%) (17%) (37%) (35%) aggression at venue of sport at university level. 7. Danger of target killing, bomb blast & 09 15 25 62 51 3.86 cracker attack badly affects university (6%) (9%) (16%) (39%) (32%) sport participation. 8. On account of un-sportman like 07 11 08 79 55 4.03 behavior of the pressure groups among (4%) (7%) (5%) (49%) (34%) the students, affect participation in sport at university level. 9. Due to poor law and order situation, 07 14 09 67 63 4.03 most of the athletes do not get (4%) (9%) (6%) (42%) (39%) opportunity to appear at the national and international sport arena. 10 Poor law and order situation is one of 07 01 21 72 59 4.09 the main factors affecting university (4%) (1%) (13%) (45%) (37%) sport competitions. Total (3%) (6%) (12%) (39%) (40%) 4.07 SDA= Stronlgy Disagree, DA= Disagree, UD= Undecided, A= Agree, SA= Strongly Agree and f= frequency Mean of the scale 3.00

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Figure # 4.18: Showing the mean of 10 different items regarding law and order situation influencing Private sector University sport

The data in the table 4.18 describes the viewpoint of the athletes and director sport of the private sectors universities about “law and order situation” influencing university sport in the province of KP, Pakistan. The separate mean of each statement and the separate frequencies, percentages of every option are calculated and total percentage and mean of the entire statements sport is pointed out too. The total mean of the entire statement is 4.07 which is greater than the mean of the scale 3.00 (4.07 > 3.00), whereas the total 3% respondents strongly disagreed, 6% disagreed, 12% remain undecided, 39% agreed and 40% strongly agreed. As a result it can be evident from the above data that the cumulative percentage of the entire options and mean of the entire statement proves that huge number of the of the respondents in private sector universities were of the opinion that law and order situation influenced university sport in the province of KP, Pakistan, (SA= 40% > A= 39% > UD= 12% > DA= 6% & SDA= 3%).

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Table # 4.19: Perceptions of the private sector universities athletes and director sport regarding influence Family upon university sport SDA DA UD A SA # Influence of Family f f f f f Mean (%) (%) (%) (%) (%) 1. Negative attitude of the parents towards 08 01 08 59 84 4.31 sport participation of their wards affects (5%) (1%) (5%) (37%) (53%) sport participation at university level. 2. Parent’s high expectation regarding 07 00 09 64 80 4.31 academic performance of their wards (4%) (0%) (6%) (40%) (50%) hinders their sport participation at university level. 3. Family financial problems affect the 07 02 11 73 67 4.19 University Sport (4%) (1%) (7%) (46%) (42%) 4. Family domestic problems also hinder 07 00 11 76 66 4.21 sport participation at university level. (4%) (0%) (7%) (48%) (41%) 5. Unawareness of the parents/guardian 07 21 10 57 65 3.95 regarding the benefits of sport, serves as (4%) (13%) (6%) (36%) (41%) a barrier towards prompt participation in the university sport. 6. Too many children in a family also play 12 09 11 91 37 3.83 the role of working barrier towards sport (8%) (6%) (7%) (57%) (23%) participation at university level. 7. It is often difficult for the parents to 00 00 27 62 71 4.28 simultaneously manage finances for (0%) (0%) (17%) (39%) (44%) educational as well as sport expenses at university level. 8. Expensive nature of sport goods does 07 13 18 64 58 3.96 not allow the poor students to take part (4%) (8%) (11%) (40%) (36%) and flourish in the university sport. 9. Parents do not allow their wards to 05 05 6 57 87 3.35 participate in the university sport on (3%) (3%) (4%) (36%) (54%) account of the danger of being victim of any type of sport injury. 10. Fear of parents regarding happening of 09 13 18 81 39 3.80 any untoward accident during play may (6%) (8%) (11%) (51%) (24%) lead to low sport participation at university level.

Total (4%) (4%) (8%) (43%) (41%) 4.12 SDA= Stronlgy Disagree, DA= Disagree, UD= Undecided, A= Agree, SA= Strongly Agree and f= frequency Mean of the scale 3.00

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Figure # 4.19: Showing the mean of 10 different items regarding family influencing Private sector University sport

In the above table 4.19 the figure portrays the stance of the athletes and director sport of the private sectors universities about “family influence” as external factor upon university sport in the province of KP, Pakistan. The collective mean of all the statement is 4.12 which is greater than the mean of the scale 3.00 (4.12 > 3.00), while the total 4% respondents strongly disagreed, 4% disagreed, 8% stay undecided, 43% agreed and 41% strongly agreed. The cumulative percentage of the entire options and mean of all the statement proves that majority of the respondents in private sector universities have the stance that family influence university sport, (SA= 44% > A= 34% > UD= 17% > DA= 3% & SDA= 2%).

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Table # 4.20: Perceptions of the private sector universities athletes and director sport regarding influence of Scio-Culture Limitation upon university sport SDA DA UD A SA # Socio-Cultural limitations f f f f f Mean (%) (%) (%) (%) (%) 1. Culture of snubbing affect sport 08 00 25 68 59 4.06 participation negatively at university level. (5%) (0%) (16%) (43%) (37%) 2. Socio-cultural limitation affects sport 08 02 20 62 68 4.13 promotion negatively at university level. (5%) (1%) (13%) (39%) (43%) 3. Mix gender sport competition may affect 08 02 08 72 70 4.21 sport participation at university level. (5%) (1%) (5%) (45%) (44%) 4. On account of cultural grounds, female are 01 02 23 58 76 4.29 not allowed to openly participate at (1%) (1%) (14%) (36%) (48%) university level and may lead toward lowering sport activities at university level. . 5. Cultural values like veil (Hijab/Parda) 00 01 12 79 68 4.34 hamper sport promotion among female at (0%) (1%) (8%) (49%) (43%) university level 6. Indigenous games of the area affect the 07 15 20 57 61 3.94 organized games at university sport (4%) (9%) (13%) (36%) (38%) 7. Religious restrictions of culture affect 11 17 08 71 53 3.86 university sport. (7%) (11%) (5%) (44%) (33%) 8. Socio culture limitation restrict the athletes 00 16 12 60 72 4.18 to participate at national and international (0%) (10%) (8%) (38%) (45%) level competitions 9. Socio culture limitations of the area are 00 28 15 63 54 3.89 one of the most dominant factors affecting (0%) (18%) (9%) (39%) (34%) sport at university level.

Total (3%) (6%) (10%) (41%) (40%) 4.10 SDA= Stronlgy Disagree, DA= Disagree, UD= Undecided, A= Agree, SA= Strongly Agree and f= frequency Mean of the scale 3.00

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Figure # 4.20: Showing the mean of 9 different items regarding socio culture influencing Private sector University sport

The description of 4.20 Table depicts the stand point of the athletes and director sport of the private sectors universities regarding the influence of “Socio-cultural limitations” upon university sport in the province of KP, Pakistan. The mean of each statement and frequencies, percentages of every option are made visible individually in the above Table. The cumulative percentage and mean of the entire statements is pointed out too in the above table. As a result the cumulative mean of all the statement is 4.10 which is greater than the mean of the scale 3.00 (4.10 > 3.00),while the total 3% respondents strongly disagreed, 6% disagreed, 10% undecided, 41% agreed and 40% strongly agreed. The cumulative percentage of the entire options and mean of all the statement depicts that greater part of the respondents in private sector universities have the standpoint that academic engagement of the athletes influence sport activities at university level in the province of KP, Pakistan, (SA= 44% > A= 34% > UD= 17% > DA= 3% & SDA= 2%).

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Section# B: Inferential statistics, testing of hypotheses H0:1. There is a significant effect of internal factors upon university Sport as perceived by the athletes and director sport of public sector universities of KP, Pakistan Table # 4.21: Regression analysis showing the perception of public sector university respondents regarding the effect of internal factor upon university sport # Testing Variables r r2 F T β Sig. 1. First aid .45 .205 105.848 20.397 .329 .000 2. Coaching and Training .53 .282 161.075 16.842 .420 .000 3. Incentives to athletes, .58 .341 212.470 17.643 .445 .000 4. Interest of the university authorities .68 .467 359.854 30.538 .381 .000 5. Sport facilities .69 .485 387.600 20.583 .483 .000 6. Academic engagement of athletes .63 .397 270.498 16.829 .474 .000 Effect of internal factors .88 .779 1452,70 3.118 .912 .002 α=.05, r= Correlation, r2= Correlation Coefficient, F= F Ratio, T= Calculated, β= Un-standardized Beta and Sig= Significant value The above Table shows that first aid significantly predicted university sport β=.329, t(411) = 20.397, p < .05. First aid also explained a significant proportion of variance in university sport, R2 = .205 (20%), F(1, 411) = 105.848, p < .05. Similarly, Coaching and Training significantly predicted university sport β=.420, t(411) = 16.842, p < .05. Coaching and Training also explained a significant proportion of variance in university sport, R2 = .282 (28%), F(1, 411) = 161.842, p < .05. In the same way, the above table shows in serial No: 3 that Incentives to athletes significantly predicted university sport β=.445, t(411) = 17.643, p < .05. Incentives to athletes also explained a significant proportion of variance in university sport, R2 = .341 (34%), F(1, 411) = 212.470, p < .05. Furthermore the above table shows in serial No: 4 that Interest of the university authorities significantly predicted university sport β=.381, t(411) =30.538, p < .05. The Interest of the university authorities also explained a significant proportion of variance in university sport, R2 = .467 (47%), F(1, 411) = 359.854, p < .05. Further the Table also confirmed that sport facilities significantly predicted university sport β=.483, t(411) = 20.583, p < .05. Sport facilities a significant proportion of variance in university sport, R2 = .485 (48%), F(1, 411) = 387.600, p < .05. In serial No:6 the table explained that academic engagement of athletes significantly predicted university sport β=.474, t(411) = 16.829, p < .05. The interest of the university authorities also explained a

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significant proportion of variance in university sport, R2 =.397 (40%), F(1, 411) =16.829, p < .05. Cumulatively, the above table show that the internal factors significantly predicted university sport β=.912, t(411) = 3.118, p < .05. Internal factors also explained a significant proportion of variance in university sport, R2 =.779 (40%), F(1, 411) =1452,70, p < .05

Figure # 4.21:

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H0:2. There is a significant effect of external factors upon university sport as perceived by the athletes and director sport of public sector universities of KP, Pakistan. Table # 4.22: Regression showing the effect of external factor upon university sport as perceived by the respondents of public sectors universities. # Testing Variables R r2 F T Β Sig. 1. Role of Media .678 .460 350.457 18.720 .441 .000 2. Law and Order situation .774 .598 612.470 24.748 .461 .000 3. Family Influence .728 .529 462.406 21.504 .517 .000 4. Socio-Cultural Limitations .796 .634 712.686 26.696 .521 .000 Effect of external factor .929 .864 2606.43 17.384 .754 .000

α=.05, r= Correlation, r2= Correlation Coefficient, F= F Ratio, T= Calculated, β= Un-standardized Beta and Sig= Significant value The above Table show that role of media significantly predicted university sport β=.441, t(411) = 18.720, p < .05. Role of media also explained a significant proportion of variance in university sport, R2 = .460 (46%), F(1, 411) = 350.457, p < .05. Same like the Table confirmed that law and order situation significantly predicted university sport β=.461, t(411) = 24.748, p < .05. Law and order situation also explained a significant proportion of variance in university sport, R2 = .598 (60%), F(1, 411) = 621.470, p < .05. The above Table also illustrate that family influence significantly predicted university sport β=.517, t(411) = 21.504, p < .05. Family influence explained a significant proportion of variance in university sport, R2 = .529, (53%) F(1, 411) = 462.406, p < .05. In serial No: 4 the above depict that socio-cultural limitations significantly predicted university sport β=.521, t(411) = 26.696, p < .05. Socio-cultural limitations explained a significant proportion of variance in university sport, R2 =.634 (63%), F(1, 411) = 712.686, p < .05. In the same way the Table prove that Cumulatively, the external factors significantly predicted university sport β=.754, t(411) = 17.384, p < .05. Interest of the university authorities also explained a significant proportion of variance in university sport, R2 =.864 (86%), F(1, 411) =2606.43, p < .05.

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Figure # 4.22:

H0.3: There is a significant effect of internal factors upon university sport as perceived by the athletes and director sport private sector universities of KP, Pakistan. Table # 4.23: Regression showing the effect of internal factor upon university sport as perceived by the respondents of private sector universities. # Testing Variables R r2 F T Β Sig.

1. First aid .69 .479 147.130 12.13 .616 .000

2. Coaching and Training .73 .535 181.358 13.488 .669 .000

3. Incentives to athletes, .66 .446 127.366 11.286 .624 .000

4. Interest of the university authorities .63 .399 104.980 10.246 .507 .000

5. Sport facilities .82 .683 340.695 18.458 .619 .000

6. Academic engagement of athletes .89 .798 623.688 24.974 .698 .000

Effect of internal factors .89 .804 647.023 25.437 .905 .000

α=.05, r= Correlation, r2= Correlation Coefficient, F= F Ratio, T= Calculated, β= Un-standardized Beta and Sig= Significant value The above Table shows that first aid significantly predicted university sport β=.616, t(411) = 12.13, p < .05. First aid also explained a significant proportion of variance in university sport, R2 = .479 (48%), F(1, 411) = 147.130, p < .05. Similarly, Coaching and Training significantly predicted university sport β=.669, t(411) = 13.488, p < .05.

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Coaching and Training also explained a significant proportion of variance in university sport, R2 = .535 (53%), F(1, 411) = 181.358, p < .05. In the same way, the above table shows in serial No: 3 that Incentives to athletes significantly predicted university sport β=.624, t(411) = 11.286, p < .05. Incentives to athletes also explained a significant proportion of variance in university sport, R2 = .446 (47%), F(1, 411) = 127.366, p < .05. Furthermore the above table shows in serial No: 4 that Interest of the university authorities significantly predicted university sport β=.507, t(411) =10.246, p < .05. The Interest of the university authorities also explained a significant proportion of variance in university sport, R2 = .399 (40%), F(1, 411) = 104.980, p < .05. Further the Table also confirmed that sport facilities significantly predicted university sport β=.619, t(411) = 18.458, p < .05. Sport facilities a significant proportion of variance in university sport, R2 = .683 (68%), F(1, 411) = 340.695, p < .05. In serial No: 6 the table explained that academic engagement of athletes significantly predicted university sport, β=.698, t(411) = 24.974, p < .05. The interest of the university authorities also explained a significant proportion of variance in university sport, R2 =.893 (89%), F(1, 411) =623.688, p < .05. Cumulatively, the above table show that the internal factors significantly predicted university sport β=.905, t(411) =25.437, p < .05. Internal factors also explained a significant proportion of variance in university sport, R2 =.804 (80%), F(1, 411) =647.023, p < .05

Figure # 4.23:

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H0.4: There is a significant effect of external factors upon university sport as perceived by the respondents of private sector universities of KP, Pakistan. Table # 4.24: Regression showing the effect of external factor upon university sport as perceived by the respondents of private sectors universities. # Testing Variables r r2 F T Β Sig. 5. Role of Media .699 .488 150.562 12.270 .614 .000 6. Law and Order situation .849 .718 406.321 20.157 .548 .000 7. Family Influence .804 .647 289.440 17.013 .518 .000 8. Socio-Cultural Limitations .778 .605 242.220 15.563 .555 .000 Effect of external factor .930 .865 1013.418 31.834 .778 .000

α=.05, r= Correlation, r2= Correlation Coefficient, F= F Ratio, T= Calculated, β= Un-standardized Beta and Sig= Significant value The above Table show that role of media significantly predicted university sport β=.614, t(411) = 12.270, p < .05. Role of media also explained a significant proportion of variance in university sport, R2 = .488 (49%), F(1, 411) = 150.562, p < .05. Same like the Table confirmed that law and order situation significantly predicted university sport β=.548, t(411) = 20.157, p < .05. Law and order situation also explained a significant proportion of variance in university sport, R2 = .718 (71%), F(1, 411) = 506.321, p < .05. The above Table also illustrate that family influence significantly predicted university sport β=.518, t(411) = 17.013, p < .05. Family influence explained a significant proportion of variance in university sport, R2 = .647, (53%) F(1, 411) = 289.440, p < .05. In serial No: 4 the above depict that socio-cultural limitations significantly predicted university sport β=.555, t(411) = 15.563, p < .05. Socio-cultural limitations explained a significant proportion of variance in university sport, R2 =.605 (63%), F(1, 411) = 242.220, p < .05. In the same way the Table prove that Cumulatively, the external factors significantly predicted university sport β=.778, t(411) = 31.834, p < .05. Interest of the university authorities also explained a significant proportion of variance in university sport, R2 =.865 (86%), F(1, 411) =1013.418, p < .05.

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Figure # 4.24:

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Testing of hypotheses

H0. 5: There no significant difference between viewpoint of the public and private sector universities respondents regarding the effect of internal factors upon university sport in KP, Pakistan. Table # 4.25: T-test showing the difference between view point of the public sectors universities and private sector universities respondents regarding the effect of internal factors upon university sport. Testing Variables University n Mean S.D. df T Sig. Public 413 3.97 .594 First aid 571 -4.123 .000 Private 160 4.19 .551 Public 413 4.00 .547 Coaching and training 571 -6.845 .000 Private 160 4.35 .534 Public 413 3.97 .568 Incentives to athletes 571 -5.364 .000 Private 160 4.25 .523 Interest of the university Public 413 3.91 .777 571 -4.732 .000 authority Private 160 4.23 .609 Public 413 3.96 .625 Sport facilities 571 -3.585 .000 Private 160 4.17 .652 Academic engagement of Public 413 4.08 .576 571 -1.239 .216 athletes Private 160 4.15 .625

α=.05, n= Number of respondents, S.D= Standard Deviation, df= Degree of Freedom, T= Calculated and Sig.= Significant Value

The above table shows that t(571) = -4.123, P < .05 which indicates that there is significant difference between viewpoint of public sectors universities (Mean = 3.97, S.D = .594) and private sectors university (Mean = 4.19, S.D = .594) regarding the influence of non availability of first aid factor upon university sport. the mean of private sector universities is greater than the mean of public sector universities (4.19 > 3.97) which shows that the influence of first aid upon university sport at private sector universities is greater than public sector universities of KP, Pakistan. Similarly, in respect of the influence of coaching and training factor the t(571) = -6.845, P < .05 which indicates that there is significant difference between public sectors universities (Mean = 4.00, S.D = .547) and private sectors university (Mean = 4.35, S.D = .534) regarding the influence of coaching and training factor upon university sport. the mean of private sector universities

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is greater than the mean of public sector universities (4.35 > 4.00) which shows that the influence of coaching and training upon sport at private sector universities is greater than public sector universities of KP, Pakistan. In respect of incentives to athletes variable the above tables shows t(571) = -5.364, P < .05 which indicates that there is significant difference between public sectors universities (Mean = 3.97, S.D = .568) and private sectors university (Mean = 4.25, S.D = .523) regarding the influence of incentives o athletes factor upon university sport. the mean of private sector universities is greater than the mean of public sector universities (4.25 > 3.97) which shows that the influence of incentives to athletes upon sport at private sector universities is greater than public sector universities of KP, Pakistan. In the same way it is evident from the above data that there is a significant difference between public sectors universities (Mean = 3.91, S.D = .777) and private scoter universities (Mean = 4.23, S.D = .609) regarding the influence of interest of the university authority upon university sport. the above data reveal that the mean of private sectors universities is greater than the mean of public sector universities (4.23 > 3.91), and t(571) = -4.732), p < .05, which indicates that the influence of interest of the universities authorities upon private sectors universities is greater than the public sectors universities. In addition to that t(571) = -3.585, P < .05 which indicates that there is significant difference between public sectors universities (Mean = 3.96, S.D = .625) and private sectors university (Mean = 4.17, S.D = .652) regarding the influence of sport facilities factor upon university sport. the mean of private sector universities is greater than the mean of public sector universities (4.17 > 3.96) which shows that the influence of sport facilities upon sport at private sector universities is greater than public sector universities of K,P, Pakistan. The above table shows that there is no significant difference between the public sector universities (Mean = 4.08, S.D = .576) and private sectors universities (Mean = 4.15, S.D = .625) regarding the influence of academic engagement of athletes upon university sport t(571) = -1.239, p < .05.

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H0 .6: There is no significant difference between the public and private sector universities respondents regarding the effect of external factors upon university sport

Table # 4.26: T-test is showing the significance level of difference between the public and private sector universities respondents regarding the effect of external factors upon university sport. Testing Variables University n Mean S.D. df T Sig. Public 413 3.87 .665 Role of media 571 -5.232 .000 Private 160 4.18 .556 Public 413 3.75 .726 Law and order situation 571 -4.548 .000 Private 160 4.07 .757 Public 413 3.97 .609 Family influence 571 -1.722 .086 Private 160 4.08 .759 Public 413 3.91 .661 Socio-cultural limitations 571 -2.997 .003 Private 160 4.09 .685 α=.05, n= Number of respondents, S.D= Standard Deviation, df= Degree of Freedom, T= Calculated and Sig.= Significant Value The above data in the Table # demonstrate that t(571) = -5.232, P < .05 which indicates that there is significant difference between public sectors universities (Mean = 3.87, S.D = .665) and private sectors university (Mean = 4.18, S.D = .556) regarding the influence of media upon university sport. The mean of private sector universities is greater than the mean of public sector universities (4.18 > 3.87) which shows that the media has a greater influence upon sport at private sector universities as compare to public sector universities of KP, Pakistan. Similarly, the data revealed that t(571) = -5.232, P < .05 which indicates that there is significant difference between public sector universities (Mean = 3.75, S.D = .726) and private sectors university (Mean = 4.07, S.D = .757) regarding the influence of law and order situation upon university sport. The mean of private sector universities mean is greater than the mean of public sector universities (4.07 > 3.75) which shows that the law and order situation has a larger influence upon sport at private sector universities than public sector universities. In respect of the influence of family the it revealed that t(571) = -1.722, P < .05 which indicates that there is no significant difference between public sectors universities (Mean = 3.97, S.D = .609) and private sectors university (Mean = 4.08, S.D = .759) regarding the influence family upon university sport) statistically there is no significant difference between the respondents of private sector

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and public sector universities regarding the influence family upon sport at universities level. In addition, the above data revealed that t(571) = -2.997, P < .05 which indicates that there is significant difference between public sectors universities (Mean = 3.91, S.D = .661) and private sectors university (Mean = 4.09, S.D = .685) regarding the influence of socio-cultural limitations upon university sport. The mean of private sector universities is greater than the mean of public sector universities (4.09 > 3.91) which shows that the socio-cultural limitations has a larger influence upon sport at private sector universities as compare to public sector universities.

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H0.7: There is no significant Gender wise difference regarding the effect of internal factors upon university sport as perceived by the male and female respondents of the public sector universities of KP, Pakistan.

Table # 4.27 T-test showing the Gender wise difference regarding the effect of internal factors upon upon university sport of the public public sector universities respondent. Testing Variables Gender n Mean S.D. df T Sig. Male 343 4.00 .603 First aid 411 2.180 .030 Female 70 3.83 .530 Male 343 4.00 .556 Coaching and training 411 .026 .979 Female 70 4.00 .508 Male 343 3.98 .587 Incentives to athletes 411 .634 .527 Female 70 3.94 .466 Interest of the university Male 343 3.89 .807 411 -1.203 .230 authority Female 70 4.01 .605 Male 343 3.94 .647 Sport facilities 411 -1.466 .144 Female 70 4.06 .494 Academic engagement of Male 343 4.09 .595 411 .279 .781 athletes Female 70 4.06 .475 α=.05, n= Number of respondents, S.D= Standard Deviation, df= Degree of Freedom, T= Calculated and Sig.= Significant Value The above Table explains the significant difference between perception of the male and female respondents of the public sector regarding the internal factor containing of six main predictors. The data revealed in the above Table that t(411) = 2.180, P < .05 which indicates that there is a significant difference between the male (Mean = 4.00, S.D = .603) and female (Mean =3.30, S.D = .530) respondents perception, regarding the influence of first aid factor upon university sport of KP, Pakistan . The data shows that the mean of male respondents is greater than the mean of female respondents (4.00 > 3.83) which conforms that the influence of “first aid” factor upon university sport is greater in male than female respondents at public sector universities of KP, Pakistan. In the same way it is evident from the above data that t(411) = .026, P >.05 which indicates that there is no significant difference between the perception of male (Mean = 4.00, S.D = .556) and female (Mean = 4.00, S.D = .508) respondents at public sectors universities regarding the influence of “coaching and training” upon university sport. The data also

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confirms that there is no statistically significant difference between the mean of male and female respondents (4.00 = 4.00) which prove that the coaching and training were equally influenced upon sport and no significant difference is found as perceived by the male and female respondents of public sector universities. Furthermore the table shows that t(411) = .634, P > .05 which conforms that no significant difference is found between the male (Mean = 3.98, S.D = .587) and female (Mean = 3.94, S.D = .466) respondents of public sector universities regarding the influence of “incentives to athletes” upon university sport. The mean of male and female respondents indicates that the factor incentives to athletes is equally influenced upon university sport and no significant difference is found between the perception of the male and female respondents at public sector universities of KP, Pakistan. The data shows that t(411) = -1.203, P > .05 which determines that there is no significant difference between the male (Mean = 3.89, S.D = .807) and female (Mean = 4.01, S.D = .605) respondents of public sector universities regarding the “interest of the university authority” influencing upon university sport. The data in the above Table indicates that no significant difference is found between the perception of male and female respondents of the public sector universities regarding the influence of the “interest of the university authority” upon university sport in the province of KP, Pakistan. Like other factors it is also evident that t(411) = -1.466, P > .05 which means that there is no significant difference between the male (Mean = 3.94, S.D = .647) and female (Mean = 4.06, S.D = .494) respondents of public sector universities regarding the “sport facilities” influencing upon university sport. Therefore the data indicates that the factor sport facilities were equally influenced upon university sport as perceived by the male and female respondents of public sector universities. In the same way it is also be conformed from the above data that t(411) = .279, P > .05 which assures that there is no significant difference between the male (Mean = 4.09, S.D = .595) and female (Mean = 4.06, S.D = .475) respondents of public sector universities regarding the “academic engagement of the athletes” influencing upon university sport. The above information portray that the factor “academic engagement” of the athletes is equally influenced upon university and no significant difference is found between the male and female respondents of public sector universities of KP, Pakistan.

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H0.8: There is no Gender wise significant difference regarding the effect of external upon university sport as perceived by the male and female respondents of the public sector universities of KP, Pakistan.

Table # 4.28: T-test showing the Gender-wise difference regarding the effect of external factors upon Public Sector University sport. Testing Variables Gender n Mean S.D. df T Sig. Male 343 3.88 .683 Role of media 411 .468 .640 Female 70 3.84 .573 Male 343 3.72 .737 Law and order situation 411 -1.984 .052 Female 70 3.91 .651 Male 343 3.95 .612 Family influence 411 -1.655 .099 Female 70 4.08 .588 Male 343 3.88 .677 Socio-Cultural limitations 411 -1.720 .086 Female 70 4.03 .567 α=.05, n= Number of respondents, S.D= Standard Deviation, df= Degree of Freedom, T= Calculated and Sig.= Significant Value

The Table explains the significant differences between the responses of the male and female respondents of the public sector universities regarding the “external factor” containing of four main predictors. The data illustrates that t(411) = .468, P > .05 which indicates that there is no significant difference between the perception of male (Mean = 3.88, S.D = .683) and female (Mean = 3.84, S.D = .573) respondents of public sector universities, regarding the influence of “media” upon university sport of KP, Pakistan . The data depicts that no significant difference is found between the perceptions of male and female respondents of the public sector universities regarding the influence of “media” upon university sport of KP, Pakistan. It is also conformed from the above Table that t(411) = -1.984, P > .05 which means that there is a significant difference between the perception of male (Mean = 3.72, S.D = .737) and female (Mean = 3.91, S.D = .651) respondents of the public sector universities regarding the influence of “Law and order situations” upon university sport. The results indicate that the mean of female is greater than the mean of female respondents (3.91 > 3.72) which point out that the influence of law and order situation is greater in female the male respondents of the public sector universities upon university sport of KP, Pakistan. The data also explains that t(411) = -

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1.655, P > .05 which illustrates that there is no significant difference between the perception of male(Mean = 3.95, S.D = .612) and female (Mean = 4.08, S.D = .588) respondents of the public sector universities about the influence of “family” upon university sport. The data predicts that no significant difference is found between the viewpoint of male and female respondents of the public sector universities regarding the influence of the family on university sport of KP, Pakistan. It has been also revealed by the above data that (411) = -1.720, P > .05 which indicates that there is no significant difference between the male (Mean = 3.88, S.D = 677) and female (Mean = 4.03, S.D = .567) respondents of the public sector universities regarding the influence of “socio- cultural limitations” upon university sport. The data shows that no significant difference is found between the perception of male and female respondents of the public sector universities regarding the influence of Socio-Cultural limitations upon sport at university level in the province of KP, Pakistan.

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H0.9: There is no Gender wise significant difference regarding the effect of internal factors upon universities sport as perceived by the male and female respondents of private sector university sport. Table # 4.29: T-test showing the Gender-wise difference regarding the effect of internal factors upon university sport as perceived from the respondent of private sector universities. Testing Variables Gender n Mean S.D. df T Sig. Male 112 4.20 .545 First aid 158 .320 .750 Female 48 4.17 .570 Male 112 4.36 .522 Coaching and training 158 .249 .804 Female 48 4.33 .566 Male 112 4.26 .510 Incentives to athletes 158 .415 .678 Female 48 4.23 .557 Male 112 4.23 .581 Interest of the university authority 158 -.061 951 Female 48 4.24 .674 Male 112 4.17 .605 Sport facilities 158 .108 .914 Female 48 4.16 .759 Academic engagement of Male 112 4.18 .592 158 .806 .422 athletes Female 48 4.09 .699 α=.05, n= Number of respondents, S.D= Standard Deviation, df= Degree of Freedom, T= Calculated and Sig.= Significant Value The above Table explains the gender wise significant difference between the respondents of the private sector universities regarding the internal factor containing of six main predictors. The data revealed in the above table that t(158) = .320, P > .05 which indicates that there is no significant difference between the male (Mean = 4.20, S.D = .545) and female (Mean =4.17, S.D = .570) respondents perception of the private sector universities regarding the influence of “first aid” factor upon university sport of KP, Pakistan . The data indicates that there no significant difference is found between the viewpoint of the male and female respondents of the private sector universities regarding the influence of first aid upon sport at university level of KP, Pakistan. In the same way it is evident from the above data that t(158) = .249, P >.05 which indicates that there is no significant difference between the perception of male (Mean = 4.36, S.D = .522) and female (Mean = 4.33, S.D = .566) respondents at private sectors universities regarding the influence of “coaching and training” factor upon university sport. The data shows that no significant difference is found between the view point of male and female of the private sector universities regarding the influence of coaching and training upon sport at

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university level. Same like other factors the Table shows that t(158) = .249, P > .05 which conforms that there is no significant difference between the male (Mean = 4.26, S.D = .510) and female (Mean = 4.23, S.D = .557) respondents of private sector universities regarding the influence of “incentives to athletes” upon university sport. It is evident from the above data that no significant difference is found between the perception of the male and female respondents at private sector universities regarding influence of incentives to athletes upon university sport. The data shows that t(158) = -.061, P > .05 which determines that there is no significant difference between the male (Mean = 4.23, S.D = .581) and female (Mean = 4.24, S.D = .674) respondents of private sector universities regarding the “interest of the university authority” factor influencing upon university sport. The mean of the respondents indicates that no significant difference is found upon university sport regarding the influence of the interest of the university authority upon university sport as perceived by the male and female respondents of private sector universities of KP, Pakistan. It is also evident that t(158) = .108, P > .05 which means that there is no significant difference between the male (Mean = 4.17, S.D = .605) and female (Mean = 4.16, S.D = .759) respondents of private sector universities regarding “sport facilities” factor influencing upon university sport. So the data illustrate that no significant is found between the perception of male and female respondents of the private sector universities regarding influenced of “sport facilities upon university sport. In addition, the data also confirmed that t(158) = .806, P > .05 which assures that there is no significant difference between the male (Mean = 4.18, S.D = .592) and female (Mean = 4.09, S.D = .699) respondents of private sector universities regarding the “academic engagement of the athletes” influencing upon university sport. Statistics of the of the above data portray that no significant is found between the view the point of male and female respondents of private sector universities regarding the influence of the “academic engagement of the athletes” upon university sport of KP, Pakistan.

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H0.10: There is no Gender wise significant difference regarding the effect of external factors upon university sport as perceived by the respondents of private sector university sport.

Table # 4.30:

T-test showing the Gender-wise difference regarding the effect of external factors upon university sport as perceived from the respondent of private sector universities. Testing Variables Gender n Mean S.D. df T Sig. Male 112 4.18 .540 Role of media 158 -.286 .775 Female 48 4.20 .597 Male 112 4.08 .759 Law and order situation 158 .407 .685 Female 48 4.03 .760 Male 112 4.09 .742 Family influence 158 .286 .776 Female 48 4.05 .804 Male 112 4.09 .691 Socio-Cultural limitations 158 -.226 .822 Female 48 4.11 .675 α=.05, n= Number of respondents, S.D= Standard Deviation, df= Degree of Freedom, T= Calculated and Sig.= Significant Value The above Table displays the significant differences between the responses of the male and female respondents of the private sector universities regarding the “external factor” containing of four main predictors. The data shows that t(158) = -.286, P > .05 which indicates that there is no significant difference between the perception of male (Mean = 4.18, S.D = .540) and female (Mean = 4.20, S.D = .597) respondents of private sector universities, regarding the influence of “media” upon university sport of KP, Pakistan. The data depicts that the mean of male respondents is statistically equal to the mean of female respondents (4.18 = 4.20) which shows that no significant difference is found between the perceptions of male and female respondents of the private sector universities regarding the influence of “media” upon university sport of KP, Pakistan. It is also confirms from the above data t(158) = .407, P > .05 which means that there is no significant difference between the perception of male (Mean = 4.08, S.D = .759) and female (Mean = 4.03, S.D = .760) respondents of the private sector universities regarding the influence of “Law and order situations” upon university sport. The result indicates that there is no significant difference between the viewpoint of male and female respondents of the private sector universities regarding the influence of “law and order

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situation upon sport at university level in the province of KP, Pakistan. In the same way the data explains that t(158) = .286, P > .05 which illustrates that there is no significant difference between the perception of male(Mean = 4.09, S.D = .742) and female (Mean = 4.05, S.D = .804) respondents of the private sector universities about the influence of “family” upon university sport. The data predicts that no significant difference is found between the viewpoint of male and female respondents of the private sector universities regarding the influence of the family on university sport of KP, Pakistan. It has also been revealed by the above data that (158) = -.226, P > .05 which indicates that there is no significant difference between the male (Mean = 4.09, S.D = .691) and female (Mean = 4.11, S.D = .675) respondents of the private sector universities regarding the influence of socio-cultural limitations upon university sport. The data indicates that no significant difference is found between the perception of male and female respondents of the private sector universities regarding the influence of Socio-Cultural limitations upon sport at university level in the province of KP, Pakistan.

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H0.11: There is no significant difference between the perception of the public sector university’s athletes and director sport regarding the effect of internal factors upon university sport

Table # 4.31:

T-test showing the difference between the perceptions of the public sector university’s athletes and director sport regarding the effect of internal factors upon university sport. Testing Variables Category n Mean S.D. df T Sig. Athletes 395 3.97 .592 First aid 411 .726 .468 Director Sport 18 3.87 .648 Athletes 395 4.00 .540 Coaching and training 411 -1.79 .281 Director Sport 18 4.14 .695 Athletes 395 3.96 .568 Incentives to athletes 411 -1.75 .049 Director Sport 18 4.23 .526 Interest of the university Athletes 395 3.90 .772 411 -1.199 .231 authority Director Sport 18 4.12 .881 Athletes 395 3.96 .618 Sport facilities 411 .929 .353 Director Sport 18 3.82 .766 Academic engagement of Athletes 395 4.08 .572 411 -.812 .484 athletes Director Sport 18 4.19 .659 α=.05, n= Number of respondents, S.D= Standard Deviation, df= Degree of Freedom, T= Calculated and Sig.= Significant Value The above table proves that t(411) = .726, P > .05 which indicates that there is no significant difference between the perception of athletes (Mean = 3.97, S.D = .592) and director sport (Mean =3.87, S.D = .648) of the public sector universities regarding the influence of “first aid” factor upon university sport of KP, Pakistan. The data pointed out that no significant difference is found between the viewpoint of the athletes and director sport of the public sector universities regarding the influence of first aid upon sport at university level of KP, Pakistan. In the same way it is evident from the above data that t(411) = -1.79, P >.05 which indicates that there is no significant difference between perception of the athletes (Mean = 4.00, S.D = .540) and director sport (Mean = 4.14, S.D = .695) of the public sectors universities regarding the influence of “coaching and training” factor upon university sport. The data prove that no significant difference is found between the view point athletes and director sport of the public sector universities regarding the influence of coaching and training upon sport at university level. The Table

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shows that t(411) = .-1.75, P<.05 which conforms that there is a significant difference between the athletes (Mean = 3.96, S.D = .568) and director sport (Mean = 4.23, S.D = .526) of the public sector universities regarding the influence of “incentives to athletes” factor upon university sport. The mean of the director sport is greater than the mean of athletes which shows that greater part of the director sports considered that lack of incentives to athletes” effect university sport as compare to athletes of public sector universities. The data shows that t(411) = -1.199, P > .05 which determine that there is no significant difference between the athletes (Mean = 3.90, S.D = .772) and director sport (Mean = 4.12, S.D = .881) of public sector universities regarding the “interest of the university authority” factor influencing upon university sport. The data indicates that no significant difference is found between the view point of athletes and director sport of the public sector universities regarding the influence of the interest of the university authority upon university sport. It is also evident that t(411) = .929, P > .05 which means that there is no significant difference between the athletes (Mean = 3.96, S.D = .618) and director sport (Mean = 3.82, S.D = .766) of the public sector universities regarding “sport facilities” factor influencing upon university sport. The mean of the respondents indicates that no significant difference is found between the perception of athletes and director sport of the public sector universities regarding influenced of the interest of the university authority upon university sport. In addition to that, the data also confirmed that t(411) = - .812, P > .05 which assure that there is no significant difference between the athletes (Mean = 408, S.D = .572) and director sport (Mean = 4.19, S.D = .659) of public sector universities regarding the “academic engagement of the athletes” influencing upon university sport. It can be portray that no significant difference is found between the viewpoints of athletes and director sport of public sector universities regarding the influence of the “academic engagement of the athletes” upon university sport of KP, Pakistan.

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H0.12: There is no significant difference between the perception of the public sector university athletes and director sport regarding the effect of external factors upon university sport.

Table # 4.32:

T-test showing the difference between the perceptions of the public sector university’s athletes and director sport regarding the effect of external factors upon university sport. Testing Variables Category n Mean S.D. df T Sig. Athletes 395 3.87 .663 Role of media 411 -.202 .840 Director Sport 18 3.90 .721 Athletes 395 3.76 .727 Law and order situations 411 1.118 .264 Director Sport 18 3.57 .693 Athletes 395 3.98 .603 Family influence 411 1.542 .124 Director Sport 18 3.76 .715 Athletes 395 3.91 .657 Socio-cultural limitations 411 .683 .495 Director Sport 18 3.80 .766 α=.05, n= Number of respondents, S.D= Standard Deviation, df= Degree of Freedom, T= Calculated and Sig.= Significant Value The above table shows that t(411) = -.202, P > .05 which indicates that there is no significant difference between the perception of athletes (Mean = 3.87, S.D = .663) and director sport (Mean =3.90, S.D = .721) of the public sector universities regarding the influence of “media” upon university sport of KP, Pakistan. The data pointed out that no significant difference is found between the viewpoint of the athletes and director sport of the public sector universities regarding the influence of first aid upon sport at university level of KP, Pakistan. The results shows that t(411) = 1.118, P > .05 which explain that there is no significant difference between the perception of athletes (Mean = 3.76, S.D = .727) and director sport (Mean =3.57, S.D = .693) of the public sector universities regarding the influence of “law and order situation” upon university sport. The data illustrate that no significant difference is found between the viewpoint of the athletes and director sport of the public sector universities regarding the influence of law and order situation upon sport at university level. Similarly, the data reveals that t(411) = 1.542, P > .05 which give the idea that there is no significant difference between the perception of athletes (Mean = 3.98, S.D = .603) and director sport (Mean =3.76, S.D = .715) of the public sector universities regarding the influence of “ “family” upon university sport. The

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data shows that no significant difference is found between the viewpoint of the athletes and director sport of the public sector universities regarding the influence of family upon sport at university level. Furthermore, it is also evident from the above data that t(411) = .683, P > .05 which claim that there is no significant difference between the perception of athletes (Mean = 3.91, S.D = .657) and director sport (Mean =3.80, S.D = .766) of the public sector universities regarding the influence of “Socio-cultural limitations” upon university sport. The Table pointed out that no significant difference is found between the viewpoint of the athletes and director sport of the public sector universities regarding the influence of Socio-cultural limitations upon sport at university level in the province of KP, Pakistan.

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H0.13: There is no significant difference between the perception of the private sector university’s athletes and director sport regarding the effect of internal factors upon university sport of KP, Pakistan.

Table # 4.33:

T-test showing the difference between the perceptions of the private sector university’s athletes and director sport regarding the effect of internal factors upon university sport. Testing Variables Category n Mean S.D. df T Sig. Athletes 151 4.20 .550 First aid 158 .721 .472 Director Sport 9 4.06 .579 Athletes 151 4.35 .545 Coaching and training 158 -.131 .896 Director Sport 9 4.37 .300 Athletes 151 4.27 .524 Incentives to athletes 158 1.283 .202 Director Sport 9 4.04 .479 Interest of the university Athletes 151 4.25 .616 158 1.116 .266 authority Director Sport 9 4.01 .444 Athletes 151 4.16 .665 Sport facilities 158 -.441 .660 Director Sport 9 4.26 .387 Academic engagement of Athletes 151 4.15 .633 158 .260 .795 athletes Director Sport 9 4.10 .503 α=.05, n= Number of respondents, S.D= Standard Deviation, df= Degree of Freedom, T= Calculated and Sig.= Significant Value The above Table explains that t(158) = .721, P > .05 which proves that there is no significant difference between the perception of athletes (Mean = 4.20, S.D = .550) and director sport (Mean =4.06, S.D = .6579) of the private sector universities regarding the influence of “first aid” factor upon university sport of KP, Pakistan. The pointed out that no significant difference is found between the viewpoint of the athletes and director sport of the private sector universities regarding the influence of first aid upon sport at university level of KP, Pakistan. It is also evident from the above data that t(158) = -.131, P >.05 which indicates that there is no significant difference between the perception of the athletes (Mean = 4.35, S.D = .545) and director sport (Mean = 4.37, S.D = .545) of the private sectors universities regarding the influence of “coaching and training” factor upon university sport. The above information indicates that no significant difference is found between the view point athletes and director sport of the private sector universities regarding the influence of coaching and training upon sport at university level. The

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Table shows that t(158) = 1.283, P > .05 which conforms that there is no significant difference between the athletes (Mean =4.27 , S.D = .524) and director sport (Mean = 4.04, S.D = .616) of the private sector universities regarding the influence of “incentives to athletes” factor upon university sport. The data indicate that no significant difference is found between the perception of the athletes and director sport at private sector universities regarding influence of incentives to athletes upon university sport. The data shows that t(158) =1.116 , P > .05 which determine that there is no significant difference between the athletes (Mean = 3.4.25, S.D = .479) and director sport (Mean = 4.01, S.D = .444) of private sector universities regarding the “interest of the university authority” factor influencing upon university sport. The data prove indicate that no significant difference is found between the view point of athletes and director sport of the private sector universities regarding the influence of the interest of the university authority upon university sport. It is also evident from the above Table that t(158) = -.441, P > .05 which proves that there is no significant difference between the athletes (Mean = 4.16, S.D = .665) and director sport (Mean = 4.26, S.D = .387) of the private sector universities regarding “sport facilities” factor influencing upon university sport. The above mean indicates that no significant difference is found between the perception of athletes and director sport of the private sector universities regarding influenced of the interest of the university authority upon university sport. In addition to that, the data also confirmed that t(158) = -., P > .05 which assure that there is no significant difference between the athletes (Mean = 4.15, S.D = .633) and director sport (Mean = 4.10, S.D = .503) of the private sector universities regarding the “academic engagement of the athletes” influencing upon university sport. The data portray that no significant difference is found between the viewpoints of athletes and director sport of private sector universities regarding the influence of the “academic engagement of the athletes” upon university sport of KP, Pakistan.

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H0.14: There is no significant difference between perception of the private sector university’s athletes and director sport regarding the effect of external factors upon university sport of KP, Pakistan.

Table # 4.34:

T-test showing the difference between the perceptions of the private sector university’s athletes and director sport regarding the effect of external factors upon university sport. Testing Variables Category n Mean S.D. df T Sig. Athletes 151 4.18 .569 Role of media 158 -.260 .795 Director Sport 9 4.23 .275 Athletes 151 4.07 .754 Law and order situations 158 .377 .706 Director Sport 9 3.97 .852 Athletes 151 4.08 .751 Family influence 158 .380 .705 Director Sport 9 3.98 .922 Athletes 151 4.10 .693 Socio-cultural limitations 158 .447 .656 Director Sport 9 4.00 .541 α=.05, n= Number of respondents, S.D= Standard Deviation, df= Degree of Freedom, T= Calculated and Sig.= Significant Value

The above table shows that t(158) = -.260, P > .05 which indicates that there is no significant difference between the perception of athletes (Mean = 4.18, S.D = .569) and director sport (Mean =4.23, S.D = .275) of the private sector universities regarding the influence of “media” upon university sport of KP, Pakistan. The data indicates that no significant difference is found between the viewpoint of the athletes and director sport of the private sector universities regarding the influence of first aid upon sport at university level of KP, Pakistan. The results shows that t(158) = .377, P > .05 which explain that there is no significant difference between the perception of athletes (Mean = 4.07, S.D = .754) and director sport (Mean =3.97, S.D = .852) of the private sector universities regarding the influence of “law and order situation” upon university sport. The data shows that no significant difference is found between the viewpoint of the athletes and director sport of the private sector universities regarding the influence of law and order situation upon sport at university level. Similarly, the data reveals that t(158) = .380, P > .05 which give the idea that there is no significant difference between the perception of athletes (Mean = 4.08, S.D = .751) and director sport (Mean =3.98, S.D = .922) of the

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private sector universities regarding the influence of “ “family” upon university sport. The data illustrate that statistically there is no significant between the mean of athletes and director sport, which proves that no significant difference is found between the viewpoint of the athletes and director sport of the private sector universities regarding the influence of family upon sport at university level. Furthermore, it is also evident from the above data that t(158) = .447, P > .05 which claim that there is no significant difference between the perception of athletes (Mean = 4.10, S.D = .693) and director sport (Mean =4.00, S.D = .541) of the private sector universities regarding the influence of “Socio- cultural limitations” upon university sport. The Table shows that there is no statistically significant difference between that the mean of athletes and director sport, which pointed out that no significant difference, is found between the viewpoint of the athletes and director sport of the private sector universities regarding the influence of Socio-cultural limitations upon sport at university level in the province of KP, Pakistan

H0.15: Academic engagement of the athletes would be the most dominant among the internal factors influencing university sport in the province of KP, Pakistan.

Table # 4.35: ANOVA showing the dominant factor among the internal factors influencing university sport of KP, Pakistan # Testing Variables n Mean Std. Dev: F Sig. 1. First aid 573 4.04 .591 2. Coaching and training 573 4.11 .565 3. Incentives to athletes 573 4.01 .569 2.689 .020 4. Interest of University authority 573 4.01 .748 5. Sport Facilities 573 4.02 .639 6. Academic Engagement of the athletes 573 4.11 .590 α=.05, n= Number of respondents, Std. Dev= Standard Deviation, F= Calculated, Sig.= Significant level

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Figure # 4.25: Mean plot showing the dominant internal factors influencing university sport at KP, Pakistan.

The above Table shows that F= 2.689, p < .05 which indicates that there is significant difference between the influences of different internal factors, first aid (Mean = 4.04, S.D. = .591), coaching and training (Mean = 4.11, S.D. = .565), incentives to athletes (Mean = 4.01, S.D. = .569), interest of the university authority (Mean = 4.01, S.D. = .748), sport facilities (Mean = 4.02, S.D. = .639) and academic engagement of the student (Mean = 4.11, S.D. = .590) upon university sport at KP, Pakistan. The mean of coaching and training and academic achievement of the athletes is same and greater than the other four factors which indicates that the influence of coaching and training and academic engagement of the athletes is greater the than other factors upon university sport. The standard deviation of the coaching and training is less than the standard deviation of the academic engagement of the athletes (.565 < .590) which prove that the the most dominant internal factor influencing university sport is coaching and training.

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H0.16: Family influence would be the most dominant among the external factors influencing sport both in public and private sector universities of KP, Pakistan. Table # 4.36: Showing the dominant external factors influencing university sport at KP, Pakistan Testing Variables n Mean Std. Dev: F Sig.

Role of Media 573 3.97 .652 Law and order Situation 573 3.85 .748 5.885 .001 Family influence 573 4.01 .656 Socio-cultural limitation 573 3.96 .673 α=.05, n= Number of respondents, Std. Dev= Standard Deviation, F= Calculated, Sig.= Significant level Figure # 4.26: Mean plot showing the dominant external factors influencing university sport at KP, Pakistan.

It is evident from the above Table that F= 5.885, p= .001 < α=.05 which explains that there is a significant difference between the influences of different external factors upon university sport in the province of K.P. Pakistan. The data also reveals the separate mean and standard deviation of each internal factor, Role of media (Mean = 3.97, S.D. = .652), Law and order situation (Mean = 3.85, S.D. = .748), Family influence (Mean = 4.01, S.D. = .569) and the mean of Academic engagement of the athletes (Mean = 3.96,

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S.D. = .673). Therefore the mean of family influence upon sport is found greater than the other external factors, which shows the family influence is one of the most dominant factor as compared to others external factors influencing sport at universities level.

H0.17: Coaching and training would the most dominant factor among the internal factors influencing sports as perceived by the respondents of public sector universities of KP, Pakistan. Table # 4.37: Showing the dominant among the internal factors influencing sports as perceived by the respondent public sector universities # Testing Variables n Mean Std. Dev: F Sig.

1. First aid 413 3.97 .594 2. Coaching and training 413 4.01 .547 3. Incentives to athletes 413 3.98 .568 4. Interest of University authority 413 3.91 .777 3.530 .003 5. Sport Facilities 413 3.96 .625 6. Academic Engagement of the 413 4.09 .576 athletes α=.05, n= Number of respondents, Std. Dev= Standard Deviation, F= Calculated, Sig.= Significant level

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Figure # 4.27: Mean plot showing the dominant internal factors influencing public sector university sport.

It can be observed from the above Table that F= 3.530, p < .05 which indicates that there is significant difference between the influences of different internal factors in public sector universities of K.P. Pakistan. In this regards the above data also describes the mean and standard deviation of each internal factor .i.e. first aid (Mean = 3.97, S.D. = .594), coaching and training (Mean = 4.01, S.D. = .547), incentives to athletes (Mean = 3.98, S.D. = .568), interest of the university authority (Mean = 3.91, S.D. = .777), sport facilities (Mean = 3.96, S.D. = .625) and academic engagement of the student (Mean = 4.09, S.D. = .576) influencing upon university sport. The above data proves that the mean of academic engagement of the athletes is greater than the others internal factors. Therefore the most dominant internal factor influencing university sport is academic engagement of the athletes.

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H0.18: Family influence would the most dominant among the external factors influencing sport as perceived by the respondents of private sector Universities of KP, Pakistan. Table # 4.38: Dominant among the external factors influencing sport as perceived by the respondent of public sector universities. Testing Variables n Mean Std. Dev: F Sig.

Role of Media 413 3.88 .666 Law and order Situation 413 3.76 .726 7.774 .000 Family influence 413 3.98 .610 Socio-cultural limitation 413 3.91 .662 α=.05, n= Number of respondents, Std. Dev= Standard Deviation, F= Calculated, Sig.= Significant level Figure # 4.28: Mean plot showing dominant external factors influencing public sector university sport

The results of the above table explains that F= 7.774, p < .05 which gives an idea that there is a significant difference among the influences of different external factors as perceived by the respondents of the public sector universities upon university sport in the province of K.P. Pakistan. In this regards the separate mean and standard deviation of every external factors .i.e. Role of media (Mean = 3.88, S.D. = .666), Law and order situation (Mean = 3.76, S.D. = .726), Family influence (Mean = 3.98, S.D. = .610) and the mean of Academic engagement of the athletes (Mean = 3.91, S.D. = .662) are

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declared. The data proves that the mean of family influence upon university sport is found greater than mean of other external factors, which shows the family influence is the most dominant factor among the external factors influencing sport at universities level as perceived by the respondents of public sector universities.

H0.19: In private sector universities sport facilities would the most dominant factor among the internal factors influencing sports as perceived by the respondents of public sector universities of KP, Pakistan. Table # 4.39: Showing the dominant among the internal factors influencing sport as perceived by the respondents of private sector universities Testing Variables n Mean Std. Dev: F Sig.

First aid 160 4.19 .551 Coaching and training 160 4.35 .534 Incentives to athletes 160 4.25 .523 2.465 .031 Interest of University authority 160 4.23 .609 Sport Facilities 160 4.17 .652 Academic Engagement of the athletes 160 4.15 .625 α=.05, n= Number of respondents, Std. Dev= Standard Deviation, F= Calculated, Sig.= Significant level

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Figure # 4.29: Mean plot showing the dominant internal factors influencing private sector university sport.

The description of the above table depicts the view point of the private sector universities respondents regarding the dominant factor among the six internal factors influencing universities sport. The data portrays that F= 2.465, p < .05 which indicates that there is significant difference among the influences of different internal factors upon university sport. The mean and standard deviation of each internal factor is calculated separately .i.e. first aid (Mean = 4.19, S.D. = .551), coaching and training (Mean = 4.35, S.D. = .534), incentives to athletes (Mean = 4.25, S.D. = .523), interest of the university authority (Mean = 4.23, S.D. = .609), sport facilities (Mean = 4.17, S.D. = .652) and academic engagement of the student (Mean = 4.15, S.D. = .625) influencing upon university sport. So the mentioned data indicate that the mean of coaching and training is greater than the mean of other internal factors. It has been cleared that academic engagement of the athletes is the most dominant among the internal factor influencing university sport as perceived by the private sector university respondents.

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H0.20: Law and order situation would the most dominant among the external factors influencing university sport as perceived by the respondents of private sector Universities of KP, Pakistan.

Table # 4.40:

Showing the dominant factor among the external factors influencing university sport as perceived by the respondent of private scoter universities Testing Variables n Mean Std. Dev: F Sig.

Role of Media 160 4.18 .556 Law and order Situation 160 4.07 .757 .959 .412 Family influence 160 4.08 .759 Socio-cultural limitation 160 4.09 .685 α=.05, n= Number of respondents, Std. Dev= Standard Deviation, F= Calculated, Sig.= Significant level

Figure # 4.30:

Mean plot showing the Dominant external factors influencing private scoter universities

It can be observed form the above data in the table F= .959, p > .05 which indicates that there is no significant difference among the influences of different external factors upon university sport as perceived by the respondents of the private sector universities of KP, Pakistan. The mean and slandered deviation of the each external

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factor is also mentioned in the above Table i.e. role of media (Mean = 4.18, S.D. = .556), law and order situation (Mean = 4.07, S.D. = .757), family influence (Mean = 4.08, S.D. = .759), and Socio-culture limitations (Mean = 4.09, S.D. = .685), which shows that statistically no significant difference is found among the four external factor regarding influence of university sport as perceived by the respondents of the private sector universities.

Table # 4.41 Showing the hypotheses, statistics, tables, and results,

Accepted/ Hypotheses Statistics Table# No: Rejected

21. There is a significant effect of internal factors upon university Sport as perceived by the athletes and Accepted director sports of public sector universities of KP, Regression 4.21

Pakistan.

22. There is a significant effect of external factors upon University sport as perceived by the athletes Accepted and director sport of public sector universities of Regression 4.22

KP, Pakistan.

23. There is a significant effect of internal factors upon university sport as perceived by the athletes and Accepted director sports private sector universities of KP, Regression 4.23

Pakistan.

24. There is a significant effect of external factors upon university sport as perceived by the Accepted respondents of private sector universities of KP, Regression 4.24

Pakistan.

25. There no significant difference between the perception of public and private sector universities T test Rejected respondents regarding the effect of internal factors 4.25

upon university sport in KP, Pakistan.

26. There is no significant difference between the public and private sector universities respondents Rejected regarding the effect of external factors upon T. test 4.26

university sports of KP, Pakistan.

27. There is no significant Gender wise difference T. test 4.27 Accepted

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regarding the effect of internal factors upon university sport as perceived by the male and female respondents of the public sector universities of KP, Pakistan.

28. There is no Gender wise significant difference regarding the effect of external upon university sports as perceived by the male and female Accepted T. test 4.28 respondents of the public sector universities of KP, Pakistan.

29. There is no Gender wise significant difference regarding the effect of internal factors upon universities sport as perceived by the male and Accepted T. test 4.29 female respondents of private sector universities sport of KP¸ Pakistan.

30. There is no Gender wise significant difference regarding the effect of external factors upon Accepted university sport as perceived by the respondents of T. test 4.30

private sector universities sports of KP, Pakistan.

31. There is no significant difference between the perception of the public sector university’s athletes Accepted and director sport regarding the effect of internal T test 4.31

factors upon university sport of KP, Pakistan.

32. There is no significant difference between the perception of the public sector university athletes Accepted and director sport regarding the effect of external T test 4.32

factors upon university sport of KP, Pakistan.

33. There is no significant difference between the perception of the athletes and director sport Accepted regarding the effect of internal factors upon private T test 4.33

sector university sports of KP, Pakistan.

34. There is no significant difference between the perception of the athletes and director sport Accepted regarding the effect of external factors upon private T test 4.34

sector university sports of KP, Pakistan.

35. Academic engagement of the athletes would be the most dominant among the internal factors Accepted ANOVA 4.35 influencing overall university sports both in public and private sector universities of KP, Pakistan

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36. Family influence would be the most dominant among the external factors influencing overall Accepted ANOVA 4.36 university sport both in public and private sector universities of KP, Pakistan

37. Coaching and training would the most dominant factor among the internal factors influencing sports ANOVA 3.37 Rejected as perceived by the respondents of public sector universities of KP, Pakistan.

38. Family influence would the most dominant among the external factors influencing sport as perceived by the respondents of private sector Universities of ANOVA 4.38 Accepted KP, Pakistan.

39. In private sector universities sport facilities would the most dominant factor among the internal factors influencing sports as perceived by the ANOVA 3.39 Rejected respondents of public sector universities of KP, Pakistan.

40. Law and order situation would the most dominant among the external factors influencing university ANOVA 3.40 Rejected sport as perceived by the respondents of private sector Universities of KP, Pakistan.

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Discussion

It was found in the current research study that non-availability of first aid facilities during sport competition affect university sport in public and in private sector university of KP, Pakistan. The above result of the present study supported by the report of Orchard and Seward (2011) that non availability of medical staff and qualified experts during sport create gap between athletes and sport activities. The authors further recommended that medical staff or fist aid providers should be ensured in the venue of sport competitions to reduce the extra burden from the trainers and coaches and other staff. The report further recommended that updated knowledge of first aid and provision of qualified medical experts in the events of sport can enhance the level of participation in sports activities. Radelet, Lephart, Rubinstein, and Myers (2002) conducted a study having objective of knowing the risk factors of injury among children ages 7-13 during participation in different sport activities. The author claimed that lack of first aid and coaching and training facilities were responsible for injuries among children. Further the author recommended that first aid training should provide to the coaches for coping with the situation like immediate response to neck head and spine injuries. So, the finding of this study also supported the result of the present research study. The finding of Courson (2007) also in line with the result of present study that non-availability of first aid or emergency plan for sport events affect the participation among the masses. Ransone and Dunn-Bennett (1999) concluded that most of the relevant staff did not sufficiently meet up with criteria of emergency treatment or first-aid accordingly with the potentials of the athletes. Marwat et al. (2016) also pointed out the importance and value of first aid in the arena of sport in his study.

One of the findings of the present was, that improper coaching, and training facilities as influential factors exited in the universities of KP, Pakistan and significantly affect university sport in both public and private sector universities. In this regard Moen (2014) conducted a research study under title “coach-athlete relationship and expectations” and was found that democratic coach behavior was the most predictable. Furthermore the author found that most of the athletes and coaches were of the opinion

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that coach’s democratic behaviors have positive impact upon the performance of athletes while poor attitude of the coaches negatively affect the athletes performance. Smoll, Cumming, and Smith (2011) pointed out that the role of coaches in polishing the the skill of the athletes is very much effective with reference to the relations of coach and parents. Turman (2003) was found that acts of the coaches like inequity, embarrassment, and ridicule affect the cohesion among the team players. Côté, Young, North, and Duffy (2007) also claimed that participation in sports activities can be increased through positive role of coaches among the students in any type of educational institutions. The author further pointed out that coaches should have to offer constructive feedback to athletes like fun, enjoyment, psychological satisfaction, confidence, and self respect to the athletes. It portrays the massage that role of coaches and proper training is not be overlooked in the arena of sport. In this circumstance Roxas and Ridinger (2016) found that there is great relationship between the behavior of the coaches and athlete’s performance. The author found that range of outcomes of the athletes including anxiety, burnout, self-confidence, college choice satisfaction, and willingness to cheat to win. He claimed that positive coach’s behavior brings positive and fruitful outcomes while negative coach’s behaviors have been associated with negative outcomes. Mottaghi, Atarodi, and Rohani (2013) also confirmed the result of the present research study and claimed that coaches, athletes, and official have the stance that competition anxiety among athletes before competition and after completions is associated with their coach’s planning and training. Serrano, Shahidian, Sampaio, and Leite (2013) found that theoretically inexperience coaches have the knowledge to lead and the young players and improve their sports performance which to some extend gainsay with the results of the present research study. Siekańska (2012) established in his study that leniency in the behavior of coach with athletes is one of the factors which slowdown the performance of the athletes in sports competition. (Bai and Dana 2013);Short and Short 2005) also explored in their study that improper coaching and training affect athlete psychologically which leads toward low performance.

With reference to another internal factors i.e. lack of incentives to athletes, the present study found that non availability of proper incentives to athletes significantly affect university sport and lead towards low participation in sport events among

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university athletes. Offering attractive honorarium, scholarship, cash prizes and transport facilities etc to the athletes associated with positive motivation of the athletes to participate more in sports activities and to performed better. In this study all the respondents i.e. athletes and directors sport of the public sector universities confirmed that really it can support the athletes for better performance in sport. All the respondents realized that sufficient incentives are not provided to the athletes at university level, they considered that non availability of the required incentives to the athletes are among the internal factors affecting university sport. The researcher has ended an effort from all the available sources to dig out the research study in which the said factor is being entertained, but no specific findings were found on the same factor. However Afsanepurak, Hossini, Seyfari, and Nasab (2012) presented in their results and revealed that offering incentives to the athletes like rewards, scholarships opportunities, group work, physical fitness, social energy, and entertainment positively affect sport activities. Divine and Lepisto (2005) and White and Duda (1994) described in their studies that social status, tourism, cohesiveness, and self esteem be the source of motivation among the athletes to increase their level of interest in sport. It is recommended that more research studies may initiate on the above factor for more investigation.

Moreover, this research study has also been entertained another internal factor i.e. lack of interest on part of the university authorities. It was found that poor arrangement for annual sport competitions, negative attitude of the concerned staff and other employees of the university, non proactive attitude of the university administration regarding arrangement of annual sport and lack of interest by head of the institution (Vice chancellor) in opening and closing ceremony programs of sport competition are the main predictors of the low interest on part of university authorities. Hussain, Abbas, and Akhtar (2013) has found in their research study that institutional barriers like interest of the head of the educational institutions and other staff create hindrance in the way of sports promotion in educational institutions. The findings of the above author’s study are in line with findings of the present research study, the only difference that above study was conducted at secondary schools level. Wetton, Radley, Jones, and Pearce (2013) were also found in their study some of the internal factors affecting sport in the female ages 15 to 16 years. They found that discomfiture, pressure, and poor attitude of the

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teacher and concern authorities directly influence the sport ability of girls. Kohl III and Cook (2013) pointed out that positive approach and behavior of the district and school administrators and teachers can create the whole school environment suitable for sport and physical activities. Kiganjo and Wasonga also supported the finding of the current study and pointed out that university sport need of removal of the constraints negative of the university personnel, non availability of facilities, equipment, funding, time, manpower etc.

On the subject of the lack of sport facilities at university level, the current research study has found that proper sports facilities are not available in the universities for organizing sport competitions. It w as also perceived by the respondent lack of sport facilities non availability of ground, courts, gymnasiums, and proper sport gear and transport facilities significantly affects university sport. Hashim (2012) conducted a comparative study among the local and international athletes to explore their views about barriers of sport in the universities of United States. The author found that convenient facilities and time are among the sport barriers which supports the finding the present research study. The main philosophy behind the initiation of the both research studies was also found same that to why the participation of the university athletes is low at universities and at international level.

The current research also entertained the on the important factor as academic engagement of the athletes is among the internal factors affecting sport at university level. The viewpoint of the majority respondent pointed out that larger involvement of the athletes in the academic activities, teacher services upon the athletes on academic activities, and academic calendar of the university is responsible for low participation in sport activities among the athletes. It was also found that lager involvement of the athletes significantly affect their sport activities and their performance at university level in the province of KP, Pakistan. I this regard Webber and Mearman (2009) conducted a research study and presented evidence which shows that the amount of student sports participation is adversely affected by greater hours of work or engagement in academic activities. The author also claimed that effective investment is not only to provide the sport facilities or to increase the range of facilities in the universities. The universities

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should have to meet the demand of the athletes for batter result in sport performance. Al- Ansari et al. (2016) found in their research stud, that majority of the student did not think that sport and extra-curricular activities affect their studies, however they were of the opinion that difficulty is found in balancing both the academic and extra-curricular activities. Sitkowski (2008) conducted a Ph.D study to search out the relationship among athletic activities and and its effect on academic grade point average. The author found that that there was overall positive relation between athletic activities and grade point average of the students. However the author found a significant difference between the male and female respondents on academic grade point average. Castelli, Hillman, Buck, and Erwin (2007) investigated that sport activities develop the mental capacity of the students and were positive association with academic of the students. The author proved that sports activities do not negatively affect academic of the students while large involvement of the students in academic activities affects their fitness level. So the finding the said study to some extent supports the finding of the present research study.

Mirsafian (2014) conducted a comparative study between Hungarian and Iranian university students for investigation of constraints effect the participation in physical activity and sport. The results indicated that the sport staff members of both countries were of the opinion that excessive attention of students or spending most of student’s time in study, and poor state of student’s physical condition were the most effective factors affecting sport participation among the student. The findings of this study strongly supported the results of the present study.

Keeping in view the results the different studies conducted in different areas of the world, it can be claimed that the results of the present are reliable and based on fact. All the above studies confirmed that internal factor like non availability of first aid; coaching and training facilities, lack of incentives to the athletes, interest of the university authority, sport facilities and larger engagement of the athletes in academic activities affect sport participation among the university students.

In respect of external factors, the present study entertained four external i.e. role of media, law and order situation, family influence and socio-cultural limitations. After analyzing the viewpoint of respondents both in public and private sector university

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regarding the role of media affecting university sport. It was found that there is significant effect of media on university sport. in this regards all the respondents confirmed that lack of support of print media, Poor coverage of the electronic media, massive involvement of the students in social media (face book, whatsapp. etc.) affect university sports. further it was found in the present study that lack of sponsorship renders the pivotal role of media weaker, local media (print and electronic) avoids proper coverage of the university sport, and university authorities avoid the involvement of media in university sport completion. All the above reasons made the media role weaker, which leads towards low participation in sport activities among university athletes. No specific study was found on same factor which support the exact pointed out findings of present study. However, Woods, Moyna, and Quinlan (2010) conducted a research study on school level and found, that most of the children spend lager part of their time ( more than two hours daily ) of viewing television and video or playing games on computers or any other electronic devices. The author claimed when once such habits develop in children it invites health problems among the children for long-term.

In respect of another important external factor i.e. law and order situation, it was found in the present study that law and order situation significantly affect university sport both in public and private sector universities of KP, Pakistan. In this regard all the respondents were have the stance that students avoid participating in sport on account of the fact that proper law and order mechanism is not intact in the arena of sport at university level. On account of danger of terrorist attack, respondents were of the opinion that most of the athletes avoid to participate in sport activities attracting huge crowds at university level. Furthermore, it was found that, non availability of proper security system; violence and aggression among the athletes, danger of target killing, bomb blast & cracker attacks affect university sport. It was also found from the views of the respondents that most of the athletes do not participated in university sport due to pressure groups among the students at university level.

Taylor and Toohey (2007) explored the impact of 9/11 terrorist attack upon major sport events. The main objectives of the study were to know the increased in security cost, change of stakeholder’s expectations, and perception of the spectators regarding

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their enjoyment, security, and safety. The author found that the bulk of spectators were felt safe and point out that the security measures in place neither increased nor detracted from their level of satisfaction and enjoyment. The findings of this study are changed and not to supports the the findings of the present research study. The main reasons behind the changing of results in both studies may be the economic condition of both countries.

The policies of security of the countries and its implementation may be change.

Hall, Marciani, and Cooper (2008) pointed out in their study that terrorism leads to significant harm of property and loss of life during sport. The author suggested that sport organizations must work professionally and through sensible manner to provide a secure environment for spectators, officials, players, and also for the surrounding community. The author further suggested that assessing risk, plummeting vulnerabilities, and increasing the level of attentiveness help to reduce possible fear of terrorism in the events of sport. Another study was conducted by Ratti (2010) for investigation the provision of safety to students in university of Mary Washington. The author found that 86% of the students have the stance their campus is safe place for all the student and no security threats was found in the campus. So the results of this study are in line with results of the present study. Deemua and Ogujiofor (2013) conducted a research study on terrorism and its effect upon sports and found that terrorism affect sport in Nigeria. The author further stated that murder of people, demolishing of properties create fear among the masses. The author pointed out that hat terrorism affect the economic growth of sport activities. This confirmed the result of the present research study that law and order situation affect sport activities

With reference to the influence of family upon university sport as external factor, it was concluded, that influence of family significantly affects university sport among athletes in the province of KP, Pakistan. In this regards all the respondents of public and private university were of the opinion that negative attitude of the parents towards sport, parent’s high expectation regarding academic performance of their wards, family financial problems, family domestic problems, unawareness of the parents/guardian regarding the benefits of sport, too many children in a family, expensive nature of sport goods and Fear of parents regarding happening of any untoward accident during play are

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some of the reasons affecting sport participation among university athletes. The results of the current research study are sported by Hollins (2016) that parents, guardian, and family supportive attitude towards their children help in enhancing sports performance while negative or poor attitude of family members affects their sports performance negatively. Siekańska (2012) conducted a study to investigate the effect of family environmental factors upon their children’s sport activities. The author pointed out that all the those families who considered that children has valuable worth in family life, sport as an important worth in family life, parents’ association in their child’s sport career, and genetic condition of the child’s aptitude for sport positively affects the sport participation of their children as well as their performance. Harwood (2015) also explored that the parents own history regarding the attachment with athletics, their economic constancy, and the time they spear for their child with reference to participating in sport affect their child’s sport participation. All the above study signify the the results of the present study that family possess the quality to increase or decrease the participation of the athletes in sport activities.

One of the external factors i.e. socio-cultural limitations of the athletes was also included in the current study for investigation. In this regard the following statements were included to investigate view point of the respondents regarding socio-cultural limitations of the athletes both in public and private sector universities of KP, Pakistan. The included statements are, a) Socio-cultural limitation affects sport promotion at university level, b) mix gender sport competition may affect sport participation at university level, c) on account of cultural grounds, female are not allowed to openly participate at university level and may lead toward lowering sport activities at university level, d) cultural values like veil (Hijab/Parda) hamper sport promotion among female at university level, e) indigenous games of the area affect the organized games at university sport, f) religious restrictions of culture affect university sport, g) socio culture limitations restrict athletes to participate at national and international level competitions. Majority of the respondents agreed with above statement and it was found that socio-cultural limitations significantly affect the university sport. Mirsafian (2014) found that student’s socio-demographic characteristics; gender is a significant factor in term of constraints in sport activities. The author further pointed out that among the Iranian female students this

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factor had higher influence due to several social and cultural restrictions of the Iranian society. So the study supports the finding of the present research study. It can be asserted from the above different studies conducted on different variables included in the present research study, that majority of the previous research studies supported the finding of the present study.

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Chapter 5: Findings, Summary, Conclusion, and Recommendations

5.1: Findings

1. The researcher has found that, there is significant effect of internal factors upon university sport. In this regard, majority of the respondents in public sector universities were of the opinion that Non-availability of first aid, improper coaching, and training facilities and lack of incentives to athletes significantly affect university sport. Similarly, lack of interest on part of the university authority, lack of sport facilities and academic engagement of the athletes significantly affect sport activities at university level in the province of KP, Pakistan. 2. The researcher has found a significant effect of the external factors like law and order situation, influence of family and socio-cultural limitations of the society significantly affect sport activities at university level in the province of KP, Pakistan. 3. The research has further concluded that in private sector universities majority of the respondents predicted that internal factors significantly affect sport activities at university level. Respondents of the private sector universities have shown that the absence of first aid facilities in the arena of sport, poor coaching and training facilities, lack of incentives to the athletes significantly affect university sport participation. Furthermore, least interest on part of the university authority in sport activities, lack of sport facilities and academic engagement of the athletes has significantly been affecting sport programs at university level in the province of KP, Pakistan. 4. The results have indicated that viewpoint of the respondents of the private sector universities in relation to the effect of external factors upon university sport in the province of KP, Pakistan. The results show that large number of the respondents from private sector universities was of the opinion that external factors affect the university sport significantly. They were of the opinion that the role of media, law and order situation, family influence and socio-cultural limitations were the

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external factors which affected university sport negatively in the province of KP, Pakistan. 5. On the bases of analyses, the researcher has found there was a significant difference between viewpoint of the respondents of public and private sector universities regarding the influence of five internal factors such as non availability of first aid, coaching and training, incentive to athletes, interest of the university authority and sport facilities upon university sport. The study has found that the effect of the above mentioned internal factors upon university sport was observed greater in private sector universities as compare to public sector universities. However, in perspectives of the academic engagement of the athletes, no significant difference was found between the perception of the respondents of public and private sector universities regarding its effect upon university sport. 6. With reference to the the significant difference of external factors upon university sport, three predictors i.e. role of media, law and order situation and socio cultural limitations, significant difference was noted between perception of the respondents from public and private sector universities. The researcher has found that influence of the above mentioned external factors upon university sport was observed greater in private sector universities than public sector universities of KP, Pakistan. Whereas, no significant difference was found between viewpoint of the respondents of public and private sector universities about influence of the family upon university sport in KP, Pakistan. 7. The researcher has affirmed that no significant difference was found between stand point of the male and female respondents of public sector universities regarding the influence of five internal factors i.e. coaching and training, incentives to athletes, interest of the university authority, sport facilities, and academic engagement of the athletes upon university sport. Moreover, significant difference was found between perception of the male and female respondents in respect of the influence of first aid upon the university sport of KP, Pakistan. Therefore the effect of first aid among the internal factors was grater upon university sport in male as compare to female respondents of public sector universities.

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8. The study has found that there was no significant difference between opinion of the male and female respondents of public sector universities regarding the effect of three external factor i.e. role of media, family influence and socio-cultural limitations upon university sport. Furthermore, a significant difference was found between perceptions of the male and female respondents of public sector universities regarding effect of one external factors i.e. law and order situation upon university sport. It has found that effect of law and order situation upon university sport is greater in female as compare to male in public sector universities of KP, Pakistan. 9. The study has verified that non availability of first aid facilities, coaching and training; incentives to athletes, interest of the university authority, sport facilities, and academic engagement of the athletes significantly affect university sport in the province of KP, Pakistan. In this regard no significant difference was found between perceptions of the male and female respondents of the private sector universities, regarding the effect of all the predictors of internal factors upon university sport. 10. To investigate the gender wise difference in the private sector universities. The researcher has found that no significant difference was observed between perception of the male and female respondents of private sector universities regarding the effect of external factors like role of media, law and order situation, influence of family, and socio-cultural limitations upon university sport of KP, Pakistan. 11. With reference to the significant difference between perception of the athletes and director sport of the public sector universities. The study has verified that no significant difference was observed between perception of the athletes and director sport regarding the effect of all the internal factors such as non availability first aid, coaching, and training, interest of the university authority, sport facilities, and academic engagement of the athletes upon university sport. However significant difference was found in respect of incentive to athletes affecting university sport which indicated that greater part public sector university

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director’s sport accepted that lack of incentive to athletes affect university sport as compare to athletes. 12. In respect of significant difference between perception of the athletes and director sport of public sector universities regarding the effect of external factors. The researcher has found that there was no significant difference between perceptions of the athletes and director sport of public sector universities regarding the effect of external factors such as role of media, law and order situation, family influence, and socio culture limitations upon university sport in the province of KP, Pakistan. 13. To investigate the significant difference between stand point of the athletes and director of private sector universities regarding the influence of internal factors upon university sport. It has found that there was no significant difference between the viewpoint of athletes and director sport of private sector universities regarding the effect of all the predictors i.e. first aid, coaching and training, incentives to athletes, interest of the university authority, ports facilities, and academic engagement of the athletes upon university sport in the province of KP, Pakistan. 14. In the study it has investigated that no significant difference was found between viewpoint of the athletes and director sport of the Private sector Universities regarding the effect of external factors like role of media, law and order situation, family influence, and socio culture limitations upon university sport in the province of KP, Pakistan. 15. To dig out the most dominant factor among the internal factors influencing university sport as whole both in the public and private sectors universities of KP, Pakistan. The researcher has found that improper coaching and training facilities and academic engagement of the athletes are the most dominant among the internal factors influencing sport in both public and private sector universities of KP, Pakistan. 16. With reference to dig out the most dominant among the external factors as whole both in public and private sector universities affecting university sport. The study

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has pointed out that family influence was the most dominant among external factors affect sport both in public and private sector universities of KP, Pakistan. 17. To dig the the most dominant factor among the internal factors influencing university sport as perceived just by the respondents of public sector universities of KP, Pakistan. The researcher has pointed out that academic engagement was the most dominant among the internal factors as perceived by the respondents of public sector universities. 18. To pointed out the most dominant among the external factors affecting university sport as perceived by the respondents of public sector universities of KP, Pakistan. The has found that family influence was the most dominant factors affecting university sport as perceived by the respondent of public sector universities of KP, Pakistan. 19. To investigate the most dominant factor among internal factor influencing sport as perceived only by the respondents of private sector universities of KP, Pakistan. It has found that coaching and training was the most dominant among internal factors as perceived only by the respondents of public sector universities of KP, Pakistan. 20. To explore the most dominant factor among the external factors affecting sport as perceived only by the respondents of private sector universities of KP, Pakistan. The study has pointed out that role of media was the most dominant among external factors affecting sport as perceived only by the respondents of private sector universities of KP, Pakistan.

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5.2. Summary The point to ponder in mind was to explore the causes behind relatively weaker share of Pakistan in the international competitions. It was observed that the participation of the students in sport at universities level is not up to the mark in connection with production of athletes to represent their motherland at national and international level. Keeping in view the above situation the researcher initiated a study under the title “A comparative study of the factors influencing sport in public and private sector universities of KP, Pakistan.” The main objectives of the study were (a) To examine the effect of internal and external factors influencing sport in public and private sector universities of KP, Pakistan (b) To dig out the most dominant factor among the internal and external factors influencing sport in public and private sector universities of KP, Pakistan. (c) To determine the relationship among different factors influencing sport in public and private sector universities of KP, Pakistan. (d) To determine the difference of influence among factors upon organized Sport program in the public and private sector universities of KP, Pakistan. (e) To determine the difference among demographic attributes of respondents regarding the factors influencing sport program at public and private universities of KP, Pakistan.

The researcher formulated twenty main hypotheses for gaining the results according to the objectives of the present research study. The formulated hypotheses of this research study were a) There is a significant effect of internal factors upon university sport as perceived by the athletes and director sport of public sector universities of KP, Pakistan. b) There is a significant effect of external factors upon University sport as perceived by the athletes and director sport of public sector universities of KP, Pakistan. c) There is a significant effect of internal factors upon university sport as perceived by the athletes and director sport private sector universities of KP, Pakistan.

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d) There is a significant effect of external factors upon university sport as perceived by the respondents of private sector universities of KP, Pakistan. e) There is no significant difference between the perception of public and private sector universities respondents regarding the effect of internal factors upon university sport in KP, Pakistan. f) There is no significant difference between the public and private sector universities respondents regarding the effect of external factors upon university sport of KP, Pakistan. g) There is no significant difference regarding the effect of internal factors upon university sport as perceived by the male and female (Gender wise) respondents of the public sector universities of KP, Pakistan. h) There is no significant difference regarding the effect of external upon university sport as perceived by the male and female (Gender wise) respondents of the public sector universities of KP, Pakistan. i) There is no significant difference regarding the effect of internal factors upon universities sport as perceived by the male and female (Gender wise) respondents of private sector universities sport of KP, Pakistan. j) There is no Gender wise significant difference regarding the effect of external factors upon university sport as perceived by the respondents of private sector universities sport of KP, Pakistan. k) There is no significant difference between the perception of the public sector university’s athletes and director sport regarding the effect of internal factors upon university sport of KP, Pakistan. l) There is no significant difference between the perception of the public sector university athletes and director sport regarding the effect of external factors upon university sport of KP, Pakistan.

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m) There is no significant difference between the perception of the athletes and director sport regarding the effect of internal factors upon private sector university sport of KP, Pakistan. n) There is no significant difference between the perception of the athletes and director sport regarding the effect of external factors upon private sector university sport of KP, Pakistan. o) Academic engagement of the athletes would be the most dominant among the internal factors influencing sport both in public and private sector universities of KP, Pakistan. p) Family influence would be the most dominant among the external factors influencing sport both in public and private sector universities of KP, Pakistan. q) Coaching and training would the most dominant factor among the internal factors influencing sports as perceived by the respondents of public sector universities of KP, Pakistan. q) Family influence would the most dominant among the external factors influencing sport as perceived by the respondents of private sector Universities of KP, Pakistan. r) In private sector universities sport facilities would the most dominant factor among the internal factors influencing sports as perceived by the respondents of public sector universities of KP, Pakistan. s) Law and order situation would the most dominant among the external factors influencing university sport as perceived by the respondents of private sector Universities of KP, Pakistan.

The study was conducted in the universities of KP, Pakistan. There were total 31 universities in KP, among which 20 were in the public and 10 in the private sectors respectively. The researcher included all the directors sport plus male and female athletes from public and private sector universities of KP as population. As a sample, 20 percent athletes and 100 percent director sport of the public and private sector universities were taken through convenient sampling

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technique. As a tool for data collection a Likert type self developed questionnaire under the guidance of the research supervisor and was personally distributed among the population. Before distribution, the validity pilot test and reliability of the questionnaire was assured through standard procedure of Cronbach’s alpha accordingly. The cronbach’s alpha reliability was found 9.50. The total of 546 returned responses from the athletes and 27 directors sport from the public and private sector universities were recorded. The rate of the returned responses from the population was found 85%. The limitations and delimitations of the researcher and study were made cleared in the section of introduction.

Afterwards, statistical package for social sciences (SPSS) version 20 was utilized to analyze the formulated hypotheses. The hypotheses of the study were checked through Regression, t-test and ANOVA. In addition, descriptive statistics were also used in the study. The first four hypotheses from 1 to 4 were checked through regression and found that all the internal and external factors are significantly affecting university sport both in public and private sector universities of KP, Pakistan. Hence, hypotheses 1 to 4 were accepted. The ten hypotheses 5 to 14 were tested through t-test to dig out significant level of difference between the public and private sector universities, Gender wise differences, and to know the difference between perception of the athletes and director sport of public and private sector universities. In response of hypothesis 5, significant difference was found between viewpoint of the respondents of public and private sector universities. Greater effect was observed in private sector universities than public sector universities in five internal factors upon university sport except academic engagement of the athletes. Similarly in response of hypothesis 6, significance difference was found among three external factors except family influence between perception of the respondents of public and private sector universities. Greater effect of external factors was observed in private sector universities than public sector universities upon university sports excluding family influence. When checked hypothesis 7, significant difference was pointed out between perception of the male and female respondents in respect of influence of the non-availability of first aid among all the internal factors upon

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university sport and the effect of first aid among the internal factors was found grater upon university sport in male as compare to female respondents of public sector universities. After investigation hypothesis no 8, significant difference was noted regarding the effect of law and order situation among all of external factors between viewpoint of male and female respondents of public sector universities. So the effect of law and order situation upon university sport was found greater in female as compare to male in public sector universities. In response of hypothesis 9 and 10, all the male and female respondents of private sector universities have remained the same stance regarding the effect of internal and external factors upon university sport. Furthermore after examination of hypothesis 11, 12, 13, and 14, no significant difference was found among opinion of the directors’ sport and athletes of public and private sector universities regarding the effect of internal and external factors upon university sport in the province of KP, Pakistan.

Formulated hypotheses from 15 to 16 were checked through ANOVA to dig out the most dominant factor among the internal and external factors as whole both in public and private sector universities affecting university sport. The researcher found that improper coaching and training facilities and academic engagement of the athletes were declared the most dominant factor among the internal factors as whole and the family influence among the external factors was found the most dominant factor affect university sport as whole both in public and private sector universities of KP, Pakistan.

In response of hypothesis 17 to 20, it was found that individually in public sector universities the most dominant factor was academic engagement of the athletes among internal factors and family influence among external factors affecting university sports. Individually in respect of private sector universities, the most dominant factor was coaching and training among internal factors and role of media among external factors were pointed out affecting university sport.

Finally on the basis of analysis and after testing of the entire formulated hypothesis, the researcher came to that conclusion that all the external and internal factors are significantly influencing university sport of KP, Pakistan.

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5.3 Conclusion

On the bases of certain findings of the study, the researcher finally arrived at the stage to sum-up all the details. Main theme of the study was to determine the presence of internal and external factors affecting university sport in public and in private sector universities of KP, Pakistan. It was observed, that all the internal factors such as non-availability of first aid, improper coaching and training facilities and lack of incentives to athletes, least interest on part of the university authority, lack of sport facilities and academic engagement of the athletes exist both in public and in private sector universities of KP, Pakistan. Similarly, the external factors such as the role of media, poor law and order situation, influence of family and socio-cultural limitations were also found present in the universities of KP, Pakistan. The 2nd main purpose of this research study was, to assess the viewpoint of the athletes and director sport of the public and private sector universities regarding the influence of existing internal and external factors upon sport activities at university level. On the basis of recoded perceptions of the respondents, the researcher concluded that the exiting internal and external factors have significantly negative effect upon university sport in public and in private sectors of KP, Pakistan. Another main purpose of the study was to identify significant level of difference regarding the effect of the internal and external upon university sport both in public and private sector universities of KP, Pakistan. The result showed that both the strata’s stance has significant difference with reference to the effect of internal and external factors upon the university sport in the province of KP, Pakistan. The researcher has concluded the greater effect of internal and external factors was detected in private sector universities as compare to public sector universities upon university sport excluding academic engagement as internal and family influence as external factor in the province of KP, Pakistan. The significant level of difference was found between the viewpoint of male and female respondents of the public sector

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universities about the effect first aid among internal factors and law and order situation among external factors upon university sports in the province of KP, Pakistan. It was concluded that the effect of first aid among the internal factors was grater upon university sport in male as compare to female respondents of public sector universities. Similarly, the effect of law and order situation among external factors upon university sport was greater in female as compare to male in public sector universities of KP, Pakistan. In respect of private sector universities both the strata, male and female respondents have the same stance regarding the effect of internal and external factor upon sport in the province of KP, Pakistan. In the same way it was also pointed out that no significant level of difference was detected between the viewpoint of the athletes and directors sport regarding the effect of internal and external factors upon university sport, both in public and private sector universities of KP, Pakistan. The 4th main purpose of the study was to dig out the most dominant factor among the internal and external factors influencing university sport as whole both in public and in private sector universities of KP, Pakistan. As a result, it was observed as whole, from both the perceptions of public and private sector university’s respondents that academic engagement of the athletes and coaching and training are the most dominant among the internal factors influencing university sport and family influence was the most dominant among the external factors respectively. The separate stance of the public sector university’s respondents were also pointed out and concluded that academic engagement of the athletes was the most dominant among the internal factors and family influence was among the external factors affecting university sport. Similarly, in private sector universities coaching and training among the internal factors, and role of media among the external factors were pointed out and considered as the most dominant factors influencing university sport of KP, Pakistan. The philosophy behind the study was to assess the present status of factors influencing university sport and the results chain it with the diverse but inline phenomena of internationally accepted influences in sport. It is finally concluded that almost all the factors are influencing the university sport and in carry-out; the

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national exchequer of sport talent hunt from this important chunk of the general population for the national and international sport.

5.4: Recommendations

In light of the findings and conclusion of the study it is recommended that:

1. The universities authority may provide all the facilities of first aid like first aid box, qualified doctors, and transport facilities in the arena of sport to promptly cope with the occurrence of any misshapes during competition. 2. The authority may ensure the provision of qualified coaches and trainers for specific event of sport to enhance the proper skills among the athletes. 3. The university may offer attractive incentives to the athletes with the collaboration of Higher Education Commission (HEC) in the shape scholarships, honorarium for match, daily allowance, accommodation, and transports etc to enhance the level of sport at university level. 4. The university may establish a core committee for organizing sport among the staff and students to increase the interest level among both stratums. 5. Sports facilities like grounds, courts, and proper sports gears may be provide to the athletes of the university on priority bases. 6. The university authority may provide specific time for sport activities on daily bases like other academic disciplines. 7. Proper coverage and positive image of the university sport may portray to the masses with reference to the role of media. 8. Keeping in view the law and order situation of the country the government agencies may provide security measures in the arena of sport according to the satisfaction of the university athletes. 9. Family may support and motivate their wards to take part in sport activities so that to protect them from indulgence in the unlawful activities. 10. Specific workshops may be arranged in the universities among the students and staff and among the general masses to present the positive image of sport activities.

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11. The university authority may establish sport fund generating committee to generate sport fund from government and non government organization to ensure the prompt conduct of sport among the university students. 12. The university may establish a policy for facilitating their athletes in terms of financial support who participate at national and international level sports competitions.

5.5 Suggestions for other researchers

1. A study may be conducted in other provinces of the country on the same title to identify the factors influencing sports participation at university level. 2. A study may be conducted in other educational institutions like colleges, secondary schools etc to overcome the existing problems in respect of sports participation at grass root level. 3. A research study may be conducted to compare the results of present study with the other provinces of the Pakistan like Punjab, Sindh, and Baluchistan etc to know that which provinces facing greater problems with special reference to sports participation of students. 4. A study may be initiated to overcome all the internal and external factors affecting sports at university level. 5. A study may be conducted on other factors like financial aspect, religious aspect etc. which have not been covered in the present research study.

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Appendix: A Questionnaire

Respected Sir/Madam, AOA

It is submitted with deepest venerations that I am conducting a research study on “A Comparative Study of the Factors Influencing Sport in Public and Private Sector Universities of Khyber Pukhtunkhwa (KP) Pakistan”, which is a basic requirement for the attainment of Ph.D Degree in Sport Sciences and Physical Education. In this context, I have developed the following questionnaire to gather requisite information. I request your kind self to please complete the same and help me in accomplishing this assignment with your worthwhile responses.

Syed Zia-ul-Islam, Ph.D Scholar Deptt: Sport Sciences and Physical Education Gomal University Dera Ismail Khan KP Pakistan

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Appendix: B Demographics Information of the Director Sport Name:______C.N.I.C: ______University Name:______University Type: 1) Public 2) Private Designation: 1). DS 2). DDS 3). ADS Qualification: ______Gender: 1) Male 2) Female District: ______Age: ______Experience: ______

Note: Please Tick √ one of the option according to your own choice the Code and weight of the options are as under:

Demographics Information of the Athletes Name: ______Father’s Name: ______

University Name: ______University Type: 1) Public 2) Private

Faculty: ______Program: ______

Type of organized Sport: ______Gender: 1) Male 2) Female

Age: ______District: ______

Note: Please Tick √ one of the options according to your own choice the Code and weight of the options are as under:

S.No Option Weight Code 1. Strongly Agree 5 SA 2. Agree 4 A 3. Undecided 3 UD 4. Disagree 2 DA 5. Strongly Disagree 1 SDA

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Appendix: C A Self Developed Questionnaire for Data collection S.No Statement SA A UD DA SDA (5) (4) (3) (2) (1) INTERNAL FACTORS INFLUENCING UNIVERSITY SPORT

A. FIRST AID 1. Non-availability of the on-spot First Aid facility 5 4 3 2 1 affects the volume of sport participation among athletes. 2. Non availability of the sub-standard and latest 5 4 3 2 1 equipment of first aid affects prompt participation in sport among the athletes at university level. 3. Deficient availability of the qualified doctors and 5 4 3 2 1 physiotherapist also has negative impact upon sport participation of athletes at university level. 4. The fear of improper handling of injuries in sport 5 4 3 2 1 competition affects the level of participation among athletes. 5. Non availability of the transport facility in the 5 4 3 2 1 event of occurrence of any mishap during the play affects sport participation of the athletes at university level 6. Ignorance of the basic principles of rendering first 5 4 3 2 1 aid leads towards low participation of the athletes in Sport activities. 7. The role of Non availability of the first aid is 5 4 3 2 1 dominant among all other factors influencing sport participation among athletes. 8. None or less availability of first aid facility 5 4 3 2 1 impedes participation of the athletes at national or international level sport competition.

B. COACHING AND TRAINING 9. Improper coaching and training facilities for 5 4 3 2 1 athletes affects the participation level of athletes in Sport activities. 10. Negative attitude of the coach affect the 5 4 3 2 1 motivational level of the athletes which may lead to affect sport participation of the athletes. 11. Busy schedule of the coaches affects the 5 4 3 2 1 performance of the athletes in sport competition. 12. Negative role of the Coach regarding tackling the 5 4 3 2 1 social problems of the player can affect sport

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participation of the athletes.

13. Coaches are not playing their role to develop the 5 4 3 2 1 athletes psychologically which may affect the participation level of the athletes in sport activities. 14. Lack of the sense of responsibility on part of 5 4 3 2 1 coach’s affects the satisfaction level of athletes while participating in sporting activities. 15. Non-effective coaching/training affects the level 5 4 3 2 1 of self esteem among the athletes in connection to participation in Sport activities 16. Negative reinforcement from coach affects the 5 4 3 2 1 participation level of the athletes in sport activities 17. The unhealthy relation between coach and athletes 5 4 3 2 1 influence the participation level of the athletes in sport activities. 18. Untrained coaches may cause to increase the level 5 4 3 2 1 of severe injuries among the athletes in sport which leads towards low sport participation. 19. . Insulting, shouting, verbal abusing of coach and 5 4 3 2 1 trainer during their session may create space for low participation in sport activities 20. Poor relation of the coaches with athlete’s parents 5 4 3 2 1 and referees affect the participation level of the athlete in sport. 21. Discrimination and nepotism of the coach and 5 4 3 2 1 trainer may create hurdle for athlete to participate in sport activities. 22. Non availability of proper coaching and training 5 4 3 2 1 facilities is the most dominant factor influences the participation level of athletes in sport. 23. Negative behavior of the coach and trainer hamper 5 4 3 2 1 the athlete to participate at national or international level?

C. INCENTIVES TO ATHLETES 24. Unpaid or minimum traveling allowance to 5 4 3 2 1 athlete at universities affect the participation level of the athletes in sport activities. 25. Unpaid or minimum daily allowance to athletes 5 4 3 2 1 for sport competition lead towards disinterest in

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sport competition 26. Unpaid or less amount of Match fee to the athletes 5 4 3 2 1 lower the participation level in sport activities. 27. Unavailability of refreshment to the athletes 5 4 3 2 1 lowers the sport participation. 28. Awarding no or less cash prizes to athletes create 5 4 3 2 1 lack of motivation which lead towards less participation of athletes in Sport activities. 29. Improper or no provision of the accommodation 5 4 3 2 1 facilities to athletes affect the level of participation in sport activities 30. Reserved sport seats in admission policy for 5 4 3 2 1 athlete increases the motivational level of athletes towards sport participation 31. Sport Scholarships for best athletes at university 5 4 3 2 1 level increases the level of sport participation among university athletes 32. Nepotism/favoritism in selection for tours with in 5 4 3 2 1 the country or abroad may affect the university athlete’s sport participation. 33. Lack of proper incentives to the athletes restricts 5 4 3 2 1 the participation of athletes in sport at national and international level competitions. 34. Lake of incentives to athletes is the dominant 5 4 3 2 1 factor influencing university sport.

E. INTEREST OF THE UNIVERSITY AUTHORITY 35. Lack of interest of the concerned authority in sport 5 4 3 2 1 at universities level affects the sport participation 36. Poor arrangement of annual sport activities creates 5 4 3 2 1 space for lowering the level of sport participation 37. Negative attitude of the authority towards sport 5 4 3 2 1 restrict the athletes to participate in sport activities. 38. Non proactive attitude of the authority for the 5 4 3 2 1 arrangement of annual sport competition affects the university sport participation 39. Lack of interest by the vice chancellor in opening 5 4 3 2 1 and closing ceremony program of sport competition affects the university sport. 40. Lack of interest of university authorities in sport 5 4 3 2 1 activities can restrict the athletes to improve their level of participation to national and international level

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F. SPORT FACILITIES 41. Proper sport facilities are provided to the athlete 5 4 3 2 1 for sport competition which motivate the athletes to participate in sport activities 42. The university have ground facilities for team 5 4 3 2 1 sport competition at university to increase the level of participation among the athletes 43. The provided facilities are sufficient and 5 4 3 2 1 according to need of the athletes for taking part in sporting activities 44. All the provided facilities for sport is up to the 5 4 3 2 1 mark and latest to promote the participation of athletes in innovative ways 45. There is proper system of management and repair 5 4 3 2 1 of all the sport gears for the smooth conduction of sport activities among the athletes. 46. Safety measure facilities are available to protect 5 4 3 2 1 athletes from injuries to enhance sport participation level. 47. The students can get all the sport equipment from 5 4 3 2 1 the respected authority easily whenever they needed to participate in sport activities. 48. Lake of sport facilities create a space for low 5 4 3 2 1 participation in sport activities 49. Non availability of proper sport facilities is 5 4 3 2 1 among the most dominant factor for low participation in sport activities 50. lack of sport facilities restrict university athletes 5 4 3 2 1 participation from national and international level competition

G. ACADEMIC ENGAGEMENT OF ATHLETES 51. Larger involvement in the academic activities 5 4 3 2 1 causes low participation in Sport activities at university level. 52. Academic calendar of the university is responsible 5 4 3 2 1 for low participation in sport activities 53. Annual system of examination at university level 5 4 3 2 1 provide more space for sport participation of the students 54. Term system of examination comparatively lowers 5 4 3 2 1 the chance for sport participation of the athletes 55. Semester System does not give space to athletes 5 4 3 2 1 for sport participation due to busy schedule throughout semester.

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56. Most of the students do not participate in sport 5 4 3 2 1 activities due to educational or other commitments. 57. Daily submission of the assignment and tests 5 4 3 2 1 consume most of the time of the students which leads towards absentee in play grounds 58. Teachers do not like sport and stress on athletes 5 4 3 2 1 for academic affairs which leads towards low participation in sport activities at University level. 59. Student can’t achieve success in the academic and 5 4 3 2 1 sport evenly which put negative impact on athletes sport participation 60. Students are over conscious for their academic as 5 4 3 2 1 compare to sport which may decrease the level of participation among the university athletes. 61. inflexible time schedules do not allow student to 5 4 3 2 1 participate in sport activities 62. University Athletes can not improve their level of 5 4 3 2 1 participation in sport to national or international due to their academic engagements.

EXTERNAL FACTORS INFLUENCING UNIVERSITY SPORT

A. ROLE OF MEDIA 63. Lake of support of print media affects university 5 4 3 2 1 sport participation among the athletes 64. Poor coverage of the electronic media causes for 5 4 3 2 1 low participation in sport among the university athletes 65. On account of massive involvement of the 5 4 3 2 1 students in social media (face book, whatsApp. etc.), leads towards low participation in sport 66. Lack of sponsorship renders the pivotal role of 5 4 3 2 1 media weaker and may lead towards poor participation among university students. 67. Local media (print and electronic) avoids proper 5 4 3 2 1 coverage of the university sport. 68. The university authorities avoid involvement of 5 4 3 2 1 the media in perspectives of the coverage of university sport competition. 69. On account of lack of proper media coverage, the 5 4 3 2 1 potential of the athletes are not properly highlighted which may leads to restrict the athletes to have exposure at national and international level.

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70. Role of media is one of the most dominant factors 5 4 3 2 1 affecting sport participation at university level.

B. LAW AND ORDER SITUATION 71. The students avoid participating in sport on 5 4 3 2 1 account of the fact that proper mechanism of law and ordering is not intact. 72. On account of danger of terrorist attack most of 5 4 3 2 1 the athletes avoid to participate in sport activities attracting huge crowds at university level. 73. Religious beliefs refrain most of the athletes to 5 4 3 2 1 participate in sport activities at university level. 74. Non availability of proper security system at the 5 4 3 2 1 venues of sport affects the participation of the athlete in sport at university level. 75. Biased political involvement in the universities 5 4 3 2 1 affairs lead towards insecurity may cause lowering trend of sport participation. 76. Students avoid sport participation due to the 5 4 3 2 1 danger of violence and aggression at venue of sport at university level. 77. Danger of target killing, bomb blast & cracker 5 4 3 2 1 attack badly affects university sport participation. 78. On account of un-sportsman like behavior of the 5 4 3 2 1 pressure groups among the students, affect participation in sport at university level. 79. Due to poor law and order situation, most of the 5 4 3 2 1 athletes do not get opportunity to appear at the national and international sport arena. 80. Poor law and order situation is one of the main 5 4 3 2 1 factors affecting university sport competitions.

C. FAMILY INFLUENCE 81. Negative attitude of the parents towards sport 5 4 3 2 1 participation of their wards affects sport participation at university level. 82. Parent’s high expectation regarding academic 5 4 3 2 1 performance of their wards hinders their sport participation at university level. 83. Family financial problems affect the University 5 4 3 2 1 Sport 84. Family domestic problems also hinder sport 5 4 3 2 1 participation at university level. 85. Unawareness of the parents/guardian regarding the 5 4 3 2 1 benefits of sport, serves as a barrier towards prompt participation in the university sport.

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86. Too many children in a family also play the role 5 4 3 2 1 of working barrier towards sport participation at university level. 87. It is often difficult for the parents to 5 4 3 2 1 simultaneously manage finances for educational as well as sport expenses at university level. 88. Expensive nature of sport goods does not allow 5 4 3 2 1 the poor students to take part and flourish in the university sport. 89. Parents do not allow their wards to participate in 5 4 3 2 1 the university sport on account of the danger of being victim of any type of sport injury. 90. Fear of parents regarding happening of any 5 4 3 2 1 untoward accident during play may lead to low sport participation at university level.

D. SOCIO-CULTURE LIMITATION 91. Culture of snubbing affect sport participation 5 4 3 2 1 negatively at university level. 92. Socio-cultural limitation affects sport promotion 5 4 3 2 1 negatively at university level. 93. Mix gender sport competition may affect sport 5 4 3 2 1 participation at university level. 94. On account of cultural grounds, female are not 5 4 3 2 1 allowed to openly participate at university level and may lead toward lowering sport activities at university level. . 95. Cultural values like veil (Hijab/Parda) hamper 5 4 3 2 1 sport promotion among female at university level 96. Indigenous games of the area affect the organized 5 4 3 2 1 games at university sport 97. Religious restrictions of culture affect university 5 4 3 2 1 sport. 98. Socio culture limitation restrict the athletes to 5 4 3 2 1 participate at national and international level competitions 99. Socio culture limitations of the area are one of the 5 4 3 2 1 most dominant factors affecting sport at university level.

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Appendix: D List of the Public Sector Universities of KP, Pakistan S.No Name of public Universities District 1 Abdul Wali Khan University, Mardan Mardan 2 Bacha Khan University, Charsadda Charsada 3 Frontier Women University, Peshawar Peshawar 4 Gomal University, D.I. Khan Dera ismail Khan 5 Hazara University, Dodhial, Mansehra Mansehra 6 Institute of Management Science, Peshawar Peshawar 7 Islamia College University, Peshawar Peshawar 8 Khyber Medical University, Peshawar Peshawar 9 Khyber Pakhtunkhwa Agricultural University, Peshawar Peshawar 10 Khushal Khan Khattak University, Karak Karak 11 Kohat University of Science and Technology, Kohat Kohat 12 NWFP University of Engineering. & Technology, Peshawar Peshawar 13 Pakistan Military Academy, Abbottabad Abbotabad 14 Shaheed Benazir Bhutto University, Sheringal, Dir Dir 15 University of Malakand, Chakdara, Dir, Malakand Malakand 16 University of Peshawar, Peshawar Peshawar 17 University of FATA, Kohat Dara adam khail 18 University of Science & Technology, Bannu Bannu 19 University of Swat, Swat Swat 20 University of Haripur, Haripur Haripur 21 University of Swabi , Swabi Swabi

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Appendix: E List of the Private Sector Universities of KP, Pakistan S#No Name of Private sector Universities Name of the Districts

1 Abasyn University Peshawar Peshawar 2 CECOS University of Information Technology Peshawar and Engineering Science Peshawar 3 City University of Science and Information Peshawar Technology Peshawar 4 Gandhara University, Peshawar Peshawar 5 Ghulam Ishaq Khan Institute of Engineering Swabi topi Science and technology, Topi 6 Iqra National University Peshawar Peshawar 7 Northern University, Noshera Noshehra 8 Preston University Kohat Kohat 9 Qurtaba University of Science and technology, Dera Ismail Khan D.I.Khan 10 Sarhad University of Science and Technology Peshawar Peshawar

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Appendix: F List of the Experts for Validation of Questionnaire S# No Name of Experts Departments 1. Prof. Dr. Salahudine Department of Sports Sciences and Physical Education khan 2. Dr. Mohibullah Khan Department of Sports Sciences and Physical Education Marwat 3. Dr. Liaqat Hussain Institute of Education and Research

4. Dr. Amir Ata Institute of Education and Research

5. Dr. Allah Noor Institute of Education and Research

6. Dr. Zafar Institute of Education and Research

7. Prof. Dr. Bakhtiar Khan Department of Business Administration Khatak 8. Prof. Dr. Sher Kamal Department of Business Administration Khan Khatak 9. Prof. Dr. Allah Nawaz Department of Public administration

10. Prof. Dr. Shadiullah Department of Public Administration Khan 11. Dr. Irfan Ullah Department of Public Administration

12. Dr. Ejaz Department of Economics

13. Dr. Mehmood Shah Department of Economics

14. Prof. Dr. Umar Ali Khan Institute of Education and Research

15. Dr. Rohul Amin Department of English

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