Special Program In Sports (Sps) To Athletic Activities And 930

Performance In Physical Education

Cinderela A.Regalo
Laguna State Polytechnic University

Abstract

This study determined the effect of special program in sports in the academic and athletic performance of student
Athletes in Gov. Felicisimo T. San Luis Integrated Senior High School. It aimed to answer the questions such as the Level of
Special Program in Sports (SPS) in terms of Sports Instructor/Coach, Participation in Sports Event, Availability of Sports
Facilities and Training Schedule. Also, the level of Athletic Activities of student-athletes in terms of Training Performance,
Regular Sports Participation, Theoretical Knowledge of Sports, Athletic Potential, Focus and Discipline, Resiliency and
Humility, Harmony and Unity and Health Status. Lastly, the level of Performance in Physical Education of student-athletes
in terms of grades.
The study sample comprised all participants from grade 7 to grade 10 SPS section that consist of eighty (80) athletes
who were actively participating in the different sports event.
The descriptive method was preferred since it yields valid and reliable results for a manageable number of
respondents and can be accomplished with limited resources. A survey instrument was used to obtain data from the randomly
selected respondents. This process was used in this study to determine the relation of Special Program in Sports on the
Academic and Athletic Performance of Athletes in Gov. Felicisimo T. San Luis Integrated Senior High School.
And to determine the Level of performance in physical education of student-athletes in terms of grades the study
reveals that of one hundred (100), seventy-five (75) respondents or about 75.00% of the population were rated on a very
satisfactory level as they garnered grades within 85-89. This is seconded in frequency by those who performed on an
outstanding level, with thirteen (13) or 13.00% of the population got grades between 90-100. On the other hand, the remaining
12% of the population or twelve (12) respondents were able to obtain grades between 80-84, being remarked as performing
on a satisfactory level.
Overall, the SPS student-athletes can be regarded to as performing on a very satisfactory level, with a mean grade of
86.99 and a standard deviation of 2.00.
From the findings above, it can be inferred that at 0.05 level of significance, the null hypothesis stating that “The
Special Program in Sports have no significant effect on athletic and academic performance of student athletes in Gov.
Felicisimo T. San Luis Integrated Senior High School, Santa Cruz District, Division of Laguna” is rejected. This calls for the
acceptance of the alternative which incites that there is a significant effect.

Keywords: academic performance, special program in sports, athletic potential

1. INTRODUCTION

The role of sport in society, and more particularly in schools, has been proven for many decades. School sports has
been recognized throughout the education sectors as a builder of strong intellects. The school institutions, especially the
Department of Education, recognize sport’s ability to improve the cognitive abilities, rational thinking and reasoning of even
the least promising children. It also teaches the values of hard work, concentration, objectivity and commitment. As such,
sports can bring out latent abilities that is not reached by traditional education means.
Moreover, school sports activity can also provide social and emotional benefits including self-esteem and problem-
solving skills (Taliaferro, 2010). And sports can also bring about intangible benefits to the school and community as a whole.
Gov. Felicisimo T. San Luis Integrated Senior High School as the heart of sports among different schools in Laguna
acknowledge the significance of special sports program for both the students and school. Administrators made decisions to
benefit the short-term and long-term well-being of their students.
It is strongly believed that physical activity can be added to the school curriculum without academic consequences
and also can offer physical, emotional, and social benefits that may result in the development of athletics and academic
performance of students’ athletes. In line with this, the school implements the special sports program following the guidelines
issued by the Department of Education to schools offering sports track in the curriculum.
The sports program offers different sporting events for training including arnis, athletics, badminton, basketball,
baseball, billiards, chess, dance sports, football, futsal, gymnastics, pencak silat, sepak takraw, softball, swimming, table
tennis, taekwondo, volleyball, wrestling and wushu.

IJRP 2022, 102(1), 930-942; doi:.10.47119/IJRP1001021620223348 www.ijrp.org

 Cinderela A. Regalo / International Journal of Research Publications (IJRP.ORG)
The objective of school special program in sports is the enrichment of student athletes as well as academic 931
performance of student athletes within the context of the educational mission of schools. As such, school sports should be
educational and contribute to the overall education of students’ athletes. Other objectives of special program in sports logically
follow the educational mission and welfare of students.
With numerous reasons to the implementation of special program in sports, the researcher seeks to find out its effect to students
athletic and academic performance in Gov. Felicisimo T. San Luis Integrated Senior High School.
1.1 Objectives of the Study

The purpose of this study is to determine relation of Special Program in Sports on the academic and athletic
performance of student athletes in Gov. Felicisimo T. San Luis Integrated Senior High School. This research sought answers
to the following questions:
1. What is the Level of Special Program in Sports (SPS) in terms of:
1.1 Sports Instructor/Coach
1.2 Participation in Sports Event
1.3 Availability of Sports Facilities
1.4 Training Schedule
2. What is the level of Athletic Activities of student-athletes in terms of:
2.1 Training Performance
2.2 Regular Sports Participation
2.3 Theoretical Knowledge of Sports
2.4 Athletic Potential
2.5 Focus and Discipline
2.6 Resiliency and Humility
2.7 Harmony and Unity
2.8 Health Status
3. What is the level of Performance in Physical Education of student-athletes in terms of grades?
4. Does the special program in sports significantly affect the athletic activities and performance in Physical Education?
2. METHODOLOGY

2.1 Research Design

This study used a descriptive type of research. This method is the most widely used research design as indicated by
theses, dissertations, and research reports of research institutions. In education research, the most commonly descriptive
methodology is the survey, as when researchers summarize the characteristics (abilities, preferences, behaviors, and so on) of
individuals or groups or physical environment of schools (Veroy, 2013).
The descriptive method was preferred since it yields valid and reliable results for a manageable number of
respondents and can be accomplished with limited resources. A survey instrument was used to obtain data from the randomly
selected respondents. This process was used in this study to determine the relation of Special Program in Sports on the
Academic and Athletic Performance of Athletes in Gov. Felicisimo T. San Luis Integrated Senior High School.

2.2 Respondents of the Study

To narrow the scope of the study, the researcher chose to focus only on the participants who are in the sports
curriculum and are developmentally capable of participating in the study. The target population for this study are the student-
athletes enrolled in Special Program in Sports at Governor Felicisimo T. San Luis Integrated Senior High School. The study
sample comprised all participants from grade 7 to grade 10 SPS section that consist of 100 athletes who are actively
participating in the different sports event.

2.3 Research Instrument

To gather important information, the researchers made used of purposive sampling technique as students were
already grouped accordingly. The subjects were selected based on some characteristics in accordance with the purpose of the
study.
The questionnaire in a form of checklist was used as the main data gathering instrument as research tool used
in this study. The researcher was able to get valid responses from the respondents for the information needed in the study.
The questionnaire-checklist was divided into two parts: Part I of the questionnaire dealt with special program in
sports Part II of the –questionnaire comprised the athletic and academic performance of the student athletes from the school
respondent. The questionnaire utilized a five-point rating scale indicated below.

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 Cinderela A. Regalo / International Journal of Research Publications (IJRP.ORG)
Weighted Scale Interpretation 932
5 Always
4 Almost Always
3 Sometimes
2 Seldom
1 Never

2.4 Statistical Treatment

Statistical treatment was used to analyze and interpret the data given by the respondents. After the questionnaire was
administered to respondents, all the data were gathered, analyzed, tabulated, and interpreted.
To determine the level of implementation of special program in sports in GFTSIS, the researcher made used of mean
and standard deviation.
To determine the level of athletic and academic performance of student athletes, the proponent used mean and the
standard deviation while, in determining the significant effect of the special sports program to athletic and academic
performance of student athletes, Pearson-r correlation and regression analysis were used.

3. RESULTS AND DISCUSSION

This section presents the data gathered which were statistically treated, presented, analyzed in tables and interpreted
in relation to the problems and hypotheses specified in the study. The results were presented in the same sequence with the
research questions posed in the study.
Table 1. Level of Special Program in Sports (SPS) in terms of Sports Instructor/ Coach

Table 1 illustrates the level of special program in sports (SPS) in terms of Sports Instructor/Coach. Among the statements
above, “School provides coaches and sports instructor for different sports and activities” yielded the highest mean score
(M= 4.45, SD= 0.85) and was remarked to a very great extent. This is followed by “Coaches and sports instructors have the
mastery knowledge about the sports that they handle” with a mean score (M= 4.42, SD= 0.82) and was also remarked to a very
great extent. On the other hand, the statement “Coaches and sports instructors are able to manage athlete’s training without
affecting their academic activities” received the lowest mean score of responses with (M= 4.27, SD= 0.96) yet was also
remarked to a very great extent.
Overall, the level of special program in sports (SPS) in terms of Sports Instructor/Coach attained a mean score of
4.36 and a standard deviation of 0.92 and was Very High among the respondents.
Table 2. Level of Special Program in Sports (SPS) in terms of Participation in Sports Event

STATEMENT MEAN SD REMARKS

School provides sports activities which enables the athletes to To a very great
participate. 4.34 0.95
extent
School celebrates annual intramurals to encourage more To a very great
student athletes. 4.38 0.84
extent

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School build relationship with other stakeholders that are 933
To a very great
connected to sports to support athletes and their sports 4.33 0.84
activities. extent
School links on community programs that promotes sports To a very great
activities. 4.38 0.75
extent
School permits the students to participate sports competition To a very great
outside the school. 4.44 0.84
extent
Overall Mean = 4.37
Standard Deviation = 0.84
Verbal Interpretation = Very High

Table 2 illustrates the level of special program in sports (SPS) in terms of Sports Event. Among the statements above,
“School permits the students to participate sports competition outside the school” yielded the highest mean score (M= 4.44,
SD= 0.84) and was remarked to a very great extent. This is followed by “School celebrates annual intramurals to encourage
more student athletes” and “School links on community programs that promotes sports activities” with a mean score (M= 4.38,
SD= 0.84) and (M= 4.38, SD= 0.75) respectively and were also remarked to a very great extent. On the other hand, the statement
“School build relationship with other stakeholders that are connected to sports to support athletes and their sports activities”
received the lowest mean score of responses with (M= 4.33, SD= 0.84) yet was also remarked to a very great extent.
Overall, the level of special program in sports (SPS) in terms of Sports Event attained a mean score of 4.37 and a standard
deviation of 0.84 and was Very High among the respondents.

Table 3. Level of Special Program in Sports (SPS) in terms of Availability of Sports Facilities

STATEMENT MEAN SD REMARKS

School has their own gymnasium for sports activities. To a very great
4.52 0.77
extent
School has their own human kinetics center that is available To a very great
for all the students and athletes. 4.31 0.87
extent
School has complete equipment for athlete’s trainings. To a very great
4.34 0.88
extent
School can support training for various kinds of sports by
To a very great
providing correct facilities (e.g. swimming pools, stadiums, 4.42 0.81
halls, sports pavilion etc.) extent
School promotes sports activities by continuously providing To a very great
and maintaining sports facilities. 4.31 0.93
extent
Overall Mean = 4.38
Standard Deviation = 0.85
Verbal Interpretation = Very High

Table 3 illustrates the level of special program in sports (SPS) in terms of Sports Facilities. Among the statements
above, “School has their own gymnasium for sports activities” yielded the highest mean score (M= 4.52, SD= 0.77) and was
remarked to a very great extent. This is followed by “School can support training for various kinds of sports by providing
correct facilities (e.g. swimming pools, stadiums, halls, sports pavilion etc.)” with a mean score (M= 4.42, SD= 0.81) and was
also remarked to a very great extent. On the other hand, the statements “School has their own human kinetics center that is
available for all the students and athletes” and “School promotes sports activities by continuously providing and maintaining
sports facilities” received the lowest mean score of responses with (M= 4.31, SD= 0.87) and (M= 4.31, SD= 0.93) respectively
yet were also remarked to a very great extent.
Overall, the level of special program in sports (SPS) in terms of Sports Facilities attained a mean score of 4.38 and
a standard deviation of 0.85 and was Very High among the respondents.
Table 4. Level of Special Program in Sports (SPS) in terms of Training Schedule

STATEMENT MEAN SD REMARKS

Student Athlete’s training schedule do not complicate with To a very great
their academic schedules. 4.30 0.92
extent

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Athletes have given opportunity to choose for their training To a very great
934
schedule. 4.24 0.91
extent
Training schedule consist of strength fitness, cardiovascular To a very great
fitness and rest days. 4.31 1.00
extent
Training schedule ensures that student athlete is at their best To a very great
condition to perform such physical activities. 4.39 0.86
extent
Training schedule does not force the athletes to perform hard To a very great
trainings when they have to do other school activities. 4.36 0.90
extent
Overall Mean = 4.32
Standard Deviation = 0.92
Verbal Interpretation = Very High

Table 4 illustrates the level of special program in sports (SPS) in terms of Training Schedule. Among the statements
above, “Training schedule ensures that student athlete is at their best condition to perform such physical activities” yielded
the highest mean score (M= 4.39, SD= 0.86) and was remarked to a very great extent. This is followed by “Training schedule
does not force the athletes to perform hard trainings when they have to do other school activities” with a mean score (M= 4.36,
SD= 0.90) and was also remarked to a very great extent. On the other hand, the statement “Athletes have given opportunity to
choose for their training schedule” received the lowest mean score of responses with (M= 4.24, SD= 0.91) yet was also
remarked to a very great extent.
Overall, the level of special program in sports (SPS) in terms of Training Facilities attained a mean score of 4.32 and
a standard deviation of 0.92 and was Very High among the respondents.
Table 5. Level of Athletic Activities of the student-athletes in terms of Training Performance

STATEMENT MEAN SD REMARKS

I can do various work outs that related to my field of sports. 4.04 1.02 To a great extent
I am able to measure and track my training performances. 4.11 0.98 To a great extent
I dedicate time for my daily trainings and sports activities. 4.10 0.95 To a great extent
I try different trainings to improve my athletic performance. 4.00 0.89 To a great extent
I develop work endurance and strength by performing different
4.15 1.07 To a great extent
kind of trainings.
Overall Mean = 4.08
Standard Deviation = 0.98
Verbal Interpretation = High

Table 5 illustrates the level of athletic activities of the student-athletes in terms of training performance. Among the
statements above, “I develop work endurance and strength by performing different kind of trainings” yielded the highest mean
score (M= 4.15, SD= 1.07) and was remarked to a great extent. This is followed by “I am able to measure and track my training
performances” with a mean score (M= 4.11, SD= 0.98) and was also remarked to a great extent. On the other hand, the
statement “I try different trainings to improve my athletic performance” received the lowest mean score of responses with
(M= 4.00, SD= 0.89) yet was also remarked to a great extent.
Overall, the level of athletic activities of the student-athletes in terms of training performance attained a mean score of 4.08
and a standard deviation of 0.98 and was High among the respondents.
Table 6. Level of Athletic Activities of the student-athletes in terms of Regular Sports Participation

STATEMENT MEAN SD REMARKS

I am willing to join in every sports competition in our school. 4.14 1.07 To a great extent
I do join sport events outside the school. 3.98 1.11 To a great extent
I try to find some activities related to sports and spare some
time joining it.
3.96 1.04 To a great extent
I promote sports by participating on community programs
related to these.
4.12 1.06 To a great extent
I am able to participate with online and offline campaigns
regarding sports activities.
4.03 0.94 To a great extent

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Overall Mean = 4.05 935
Standard Deviation = 1.04
Verbal Interpretation = High

Table 6 illustrates the level of athletic activities of the student-athletes in terms of regular sports participation. Among
the statements above, “I am willing to join in every sports competition in our school” yielded the highest mean score (M= 4.14,
SD= 1.07) and was remarked to a great extent. This is followed by “I promote sports by participating on community programs
related to these” with a mean score (M= 4.12, SD= 1.06) and was also remarked to a great extent. On the other hand, the
statement “I try to find some activities related to sports and spare some time joining it” received the lowest mean score of
responses with (M= 3.96, SD= 1.04) yet was also remarked to a great extent.
Overall, the level of athletic activities of the student-athletes in terms of regular sports participation attained a mean
score of 4.05 and a standard deviation of 1.04 and was High among the respondents.
Table 7. Level of Athletic Activities of the student-athletes in terms of Theoretical Knowledge of Sports

STATEMENT MEAN SD REMARKS

I am able to develop tactical ability in sports to organize and To a very great
get the best out of me. 4.26 0.86
extent
I can integrate sport content in sporting life. To a very great
4.27 0.85
extent
I am able to pinpoint the areas that I need to improve. To a very great
4.26 0.96
extent
I am able to develop specific means and methods used in
preparing individual competition.
4.11 0.97 To a great extent
I am able to use my personal knowledge in sports and apply it To a very great
for my everyday lifestyle. 4.22 0.97
extent
Overall Mean = 4.22
Standard Deviation = 0.92
Verbal Interpretation = Very High

Table 7 illustrates the level of athletic activities of the student-athletes in terms of theoretical knowledge of sports.
Among the statements above, “I can integrate sport content in sporting life” yielded the highest mean score (M= 4.27,
SD= 0.85) and was remarked to a very great extent. This is followed by “I am able to develop tactical ability in sports to
organize and get the best out of me” and “I am able to pinpoint the areas that I need to improve” with the mean score (M= 4.26,
SD= 0.86) and (M= 4.26, SD= 0.96) respectively and were also remarked to a very great extent. On the other hand, the statement
“I am able to develop specific means and methods used in preparing individual competition” received the lowest mean score
of responses with (M= 4.11, SD= 0.97) and was remarked to a great extent.
Overall, the level of athletic activities of the student-athletes in terms of theoretical knowledge of sports attained a mean score
of 4.22 and a standard deviation of 0.92 and was Very High among the respondents.

Table 8. Level of Athletic Activities of the student-athletes in terms of Athletic Potential

STATEMENT MEAN SD REMARKS

I can perform with my uppermost range of my ability. 4.13 1.00 To a great extent
I am able to focus on my goals and achieve it one by one. To a very great
4.39 0.90
extent
I set goals and maximize my own potential in achieving it. To a very great
4.23 0.95
extent
I pursue my passion in the field of sports and give my full
determination for it.
4.18 1.11 To a great extent
I am willing to learn other sports/games other than my current
4.10 1.10 To a great extent
sports.
Overall Mean = 4.21
Standard Deviation = 1.02
Verbal Interpretation = Very High

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Table 8 illustrates the level of athletic activities of the student-athletes in terms of athletic potential. Among 936the
statements above, “I am able to focus on my goals and achieve it one by one” yielded the highest mean score (M= 4.39,
SD= 0.90) and was remarked to a very great extent. This is followed by “I set goals and maximize my own potential in
achieving it” with the mean score (M= 4.23, SD= 0.95) and was also remarked to a very great extent. On the other hand, the
statement “I am willing to learn other sports/games other than my current sports” received the lowest mean score of responses
with (M= 4.10, SD= 1.10) and was remarked to a great extent.
Overall, the level of athletic activities of the student-athletes in terms of athletic potential attained a mean score of
4.21 and a standard deviation of 1.02 and was Very High among the respondents.
Table 9. Level of Athletic Activities of the student-athletes in terms of Focus and Discipline

STATEMENT MEAN SD REMARKS

I am able to resist distractions and temptations that tend to
hinder in attaining my goals.
4.15 1.00 To a great extent
I prioritize my trainings and sports activities to improve my
skills.
4.12 0.98 To a great extent
I try to find my motivation to stay focus on my trainings and To a very great
sports competition. 4.33 0.96
extent
I am able to train my will power to improve my own skills and
abilities.
4.19 1.03 To a great extent
I am committed on everything that I do especially when it To a very great
comes on my sports. 4.20 0.93
extent
Overall Mean = 4.20
Standard Deviation = 0.98
Verbal Interpretation = Very High

Table 9 illustrates the level of athletic activities of the student-athletes in terms of focus and discipline. Among the
statements above, “I try to find my motivation to stay focus on my trainings and sports competition” yielded the highest mean
score (M= 4.33, SD= 0.96) and was remarked to a very great extent. This is followed by “I am committed on everything that I
do especially when it comes on my sports” with the mean score (M= 4.20, SD= 0.93) and was also remarked to a very great
extent. On the other hand, the statement “I prioritize my trainings and sports activities to improve my skills” received the
lowest mean score of responses with (M= 4.12, SD= 0.98) and was remarked to a great extent.
Overall, the level of athletic activities of the student-athletes in terms of focus and discipline attained a mean score of 4.20
and a standard deviation of 0.98 and was Very High among the respondents.
Table 10. Level of Athletic Activities of the student-athletes in terms of Resiliency and Humility

STATEMENT MEAN SD REMARKS

I am able to develop confidence to recover and overcome my To a very great
hardships in sports activities. 4.38 0.79
extent
I am willing to experience new trainings and sports To a very great
techniques. 4.32 0.94
extent
I show humbleness whether I win or lose in my competitions. To a very great
4.24 0.97
extent
I am able to withstand the pressure I am experiencing during To a very great
sports competition. 4.25 1.03
extent
I am able to develop my confidence from my own sports’ To a very great
abilities and skills. 4.25 0.91
extent
Overall Mean = 4.29
Standard Deviation = 0.93
Verbal Interpretation = Very High

Table 10 illustrates the level of athletic activities of the student-athletes in terms of resiliency and humility. Among
the statements above, “I am able to develop confidence to recover and overcome my hardships in sports activities” yielded
the highest mean score (M= 4.38, SD= 0.79) and was remarked to a very great extent. This is followed by “I am willing to
experience new trainings and sports techniques” with the mean score (M= 4.32, SD= 0.94) and was also remarked to a very
great extent. On the other hand, the statement “I show humbleness whether I win or lose in my competitions” received the
lowest mean score of responses with (M= 4.24, SD= 0.97) yet was also remarked to a very great extent.

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Overall, the level of athletic activities of the student-athletes in terms of resilience and humility attained a mean 937
score
of 4.29 and a standard deviation of 0.93 and was Very High among the respondents
Table 11. Level of Athletic Activities of the student-athletes in terms of Harmony and Unity

STATEMENT MEAN SD REMARKS

I am able to fully understand diversity through my social To a very great
interaction with my co-athletes. 4.33 0.91
extent
I am able to build good relationship and found new friends To a very great
with the same interest in sports field. 4.21 0.99
extent
I am able to promote fairness and solidarity within my co-
athletes.
4.17 0.95 To a great extent
I am able to understand my role as an athlete and develop To a very great
harmony with my co-athletes. 4.29 0.87
extent
I am able to do things with teamwork and collaboration. To a very great
4.32 0.97
extent
Overall Mean = 4.26
Standard Deviation = 0.94
Verbal Interpretation = Very High

Table 11 illustrates the level of athletic activities of the student-athletes in terms of harmony and unity. Among the
statements above, “I am able to fully understand diversity through my social interaction with my co-athletes” yielded the
highest mean score (M= 4.33, SD= 0.91) and was remarked to a very great extent. This is followed by “I am able to do things
with teamwork and collaboration” with the mean score (M= 4.32, SD= 0.97) and was also remarked to a very great extent. On
the other hand, the statement “I am able to promote fairness and solidarity within my co-athletes” received the lowest mean
score of responses with (M= 4.17, SD= 0.95) and was remarked to a great extent.
Overall, the level of athletic activities of the student-athletes in terms of harmony and unity attained a mean score of 4.26 and
a standard deviation of 0.94 and was Very High among the respondents.
Table 12. Level of Athletic Activities of the student-athletes in terms of Health Status

STATEMENT MEAN SD REMARKS

I can maintain my physical fitness by doing various physical To a very great
activities and trainings. 4.21 0.97
extent
I am able to practice healthy habits and consider it as part of To a very great
my everyday life. 4.22 1.04
extent
I am able to increase my physical strength and develop
endurance and flexibility.
4.09 1.16 To a great extent
I can maintain my well-being and healthy mental state. To a very great
4.23 1.00
extent
I am able to avoid bad habits that can destroy my body. To a very great
4.22 1.05
extent
Overall Mean = 4.19
Standard Deviation = 1.04
Verbal Interpretation = High

Table 12 illustrates the level of athletic activities of the student-athletes in terms of health status. Among the
statements above, “I can maintain my well-being and healthy mental state” yielded the highest mean score (M= 4.23, SD= 1.00)
and was remarked to a very great extent. This is followed by “I am able to practice healthy habits and consider it as part of
my everyday life” and “I am able to avoid bad habits that can destroy my body.” with the mean score (M= 4.22, SD= 1.04)
and (M= 4.22, SD= 1.05) and were also remarked to a very great extent. On the other hand, the statement “I am able to increase
my physical strength and develop endurance and flexibility” received the lowest mean score of responses with (M= 4.09,
SD= 1.16) and was remarked to a great extent.
Overall, the level of athletic activities of the student-athletes in terms of health status attained a mean score of 4.19
and a standard deviation of 1.04 and was High among the respondents.
Table 13. Level of Performance in Physical Education of Student-Athletes in terms of Grades

RANGE FREQUENCY PERCENTAGE REMARKS

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90-100 13 13.00 Outstanding 938
85-89 75 75.00 Very Satisfactory
80-84 12 12.00 Satisfactory
75-79 0 0.00 Fairly Satisfactory
Did Not Meet
Below 75 0 0.00
Expectations
Total 100 100.00
Overall Mean = 86.99
Standard Deviation = 2.00
Verbal Interpretation = Very Satisfactory

Table 13 presents the level of performance in physical education of student-athletes in terms of grades. Out of one
hundred (100), seventy-five (75) respondents or about 75.00% of the population were rated on a very satisfactory level as
they garnered grades within 85-89. This is seconded in frequency by those who performed on an outstanding level, with
thirteen (13) or 13.00% of the population garnering grades between 90-100. On the other hand, the remaining 12% of the
population or twelve (12) respondents were able to garner grades between 80-84, being remarked as performing on a
satisfactory level.
Overall, the SPS Student-athletes can be regarded to as performing on a very satisfactory level, with a mean grade
of 86.99 and a standard deviation of 2.00.

Table 14. Significant Effect of the Special Program in Sports to the Athletic Activities and Performance in Physical Education

Special Program Athletic Beta F value p-value Analysis

in Sports Activities and Coefficient
Performance
Sports Instructor/ Training 0.103 18.524 0.609 Not Significant
Coach Performance
Regular Sports -0.252 13.006 0.255 Not Significant
Participation
Theoretical -0.378 21.373 0.043 Significant
Knowledge of
Sports
Athletic Potential -0.372 17.219 0.076 Not Significant
Focus and -0.210 22.351 0.290 Not Significant
Discipline
Resiliency and -0.215 23.039 0.227 Not Significant
Humanity
Harmony and -0.301 19.236 0.118 Not Significant
Unity
Health Status -0.215 12.997 0.357 Not Significant

Grade -0.098 0.503 0.529 Not Significant

Special Program Athletic Beta F value p-value Analysis

in Sports Activities and Coefficient
Performance
Participation in Training 0.189 18.524 0.330 Not Significant
Sports Events Performance
Regular Sports 0.419 13.006 0.051 Not Significant
Participation
Theoretical 0.782 21.373 0.000 Significant
Knowledge of
Sports
Athletic Potential 0..675 17.219 0.001 Significant

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 Cinderela A. Regalo / International Journal of Research Publications (IJRP.ORG)
Focus and 0.362 22.351 0.061 Not Significant 939
Discipline
Resiliency and 0.294 23.039 0.088 Not Significant
Humanity
Harmony and 0.275 19.236 0.139 Not Significant
Unity
Health Status 0.422 12.997 0.062 Not Significant

Grade -0.046 0.503 0.760 Not Significant

Special Program Athletic Beta F value p-value Analysis

in Sports Activities and Coefficient
Performance
Availability of Training 0.534 18.524 0.006 Significant
Sports Facilities Performance
Regular Sports 0.536 13.006 0.012 Significant
Participation
Theoretical 0.351 21.373 0.047 Significant
Knowledge of
Sports
Athletic Potential 0.699 17.219 0.001 Significant

Focus and 0.799 22.351 0.000 Significant

Discipline
Resiliency and 0.625 23.039 0.000 Significant
Humanity
Harmony and 0.607 19.236 0.001 Significant
Unity
Health Status 0.536 12.997 0.017 Significant

Grade -0.071 0.503 0.632 Not Significant

Special Program Athletic Beta F value p-value Analysis

in Sports Activities and Coefficient
Performance
Training Schedule Training -0.009 18.524 0.966 Not Significant
Performance
Regular Sports 0.061 13.006 0.794 Not Significant
Participation
Theoretical 0.047 21.373 0.810 Not Significant
Knowledge of
Sports
Athletic Potential -0.202 17.219 0.358 Not Significant

Focus and -0.067 22.351 0.747 Not Significant

Discipline
Resiliency and 0.109 23.039 0.561 Not Significant
Humanity
Harmony and 0.216 19.236 0.285 Not Significant
Unity
Health Status 0.063 12.997 0.797 Not Significant

Grade 0.138 0.503 0.401 Not Significant

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 Cinderela A. Regalo / International Journal of Research Publications (IJRP.ORG)
940
Table 14 presents the significant effect of special program in sports to the athletic activities and performance in physical
education. Specifically, it shows the effect of Sports Instructor/Coach, Participation in Sports Events, Availability of Sports
Facilities, and Training Schedule to the Training Performance, Regular Sports Participation, Theoretical Knowledge of Sports,
Athletic Potential, Focus and Discipline, Resilience and Humility, Harmony and Unity, Health Status, and Grades of the
students.
Sports Instructor/Coach is observed to have a significant negative effect to the Theoretical Knowledge of Sports (-
0.378) of the students. This is backed by the computed p value of 0.043 which is less than the significance alpha, hence the
significance of the tests. On the contrary, it is also with this grounds that the remainder of the descriptors are declared to not
be significantly affected by the sports instructor/coach.
Similarly, Participation in Sports Events is observed to have a significant positive effect to the Theoretical
Knowledge of Sports (0.782) and Athletic Potential (0.675) of the students. The tests incurred p-values of 0.000 and 0.001
which are less than the significance alpha 0.05. Also, the remainder of the indicators were observed to not be significantly
affected by the participation of the students in sports events.
Consecutively, Availability of Sports Facilities is observed to have a significant positive effect to the athletic
activities of the students namely, Training Performance (0.534), Regular Sports Participation (0.536), Theoretical Knowledge
of Sports (0.351), Athletic Potential (0.699), Focus and Discipline (0.799), Resilience and Humility (0.625), Harmony and
Unity (0.607), and Health Status (0.536) of the students. The tests were able to incur p-values less than that of 0.05. On the
other hand, it shows no significant effect to the grades of the student-athletes.
Lastly, Training Schedule is observed to have no significant effect to the Training Performance, Regular Sports
Participation, Theoretical Knowledge of Sports, Athletic Potential, Focus and Discipline, Resilience and Humility, Harmony
and Unity, Health Status, and Grades of the students. All the tests incurred p-values greater than 0.05 hence the call for the
remark not significant.
From the findings above, it can be inferred that at 0.05 level of significance, the null hypothesis “The Special Program
in Sports have no significant effect on athletic and academic performance of student athletes in Gov. Felicisimo T. San Luis
Integrated Senior High School, Santa Cruz District, Division of Laguna” is rejected. This calls for the acceptance of the
alternative which incites that there is a significant effect.

4. CONCLUSION AND RECOMMENDATION

On the basis of the foregoing findings, the following conclusion was drawn.
The study shows that the Special Program in Sports (SPS) affect the student-athlete’s sports activities and their
academic performance. The researcher then come up to the conclusion that the null hypothesis stating that the “The Special
Program in Sports have no significant effect on athletic and academic performance of student athletes in Gov. Felicisimo T.
San Luis Integrated Senior High School, Santa Cruz District, Division of Laguna” is rejected. This calls for the acceptance of
the alternative which incites that there is a significant effect.
Based on the drawn conclusions resulted to the following recommendations:
1. It is suggested that school should further implicate programs that improve student-athlete’s training performance.
Promoting the importance of training may also help student maintain their strength and endurance for sports
activities.
2. School may initiate other programs and activities related in sports so that student-athlete may also increase their
sports participation. Linkages from other stakeholders and community would also help.
3. Moreover, school should also encourage student athlete to do other trainings, exercises and practices that prioritize
their health status. Also providing health instructors can also be a big help for every athlete’s physical fitness.
4. Furthermore, maintaining good connection within the student-athlete and school may also lead to a better
effectiveness of sports projects and activities. On this way, problems and lapses can be addressed easier.

5. ACKNOWLEDGMENTS

First and foremost, I would like to thank our Almighty God for his knowledge, wisdom and protection to work
throughout this research. Liza L. Bartolome, Phd, for the guidance in the realization of this study;Evelyn A. Sunico, EdD,
Statistician, for the statistical expertise in guiding and providing the needed information in the analysis and interpretation of
data;Julie Rose P. Mendoza, EdD, for valuable suggestions and for understanding the shortcomings of the researcher during
the study;
Benny B. Juacalla Ph.D., Subject Specialist, for the unconditional support in the development of the study;Zenaida O. Vitasa,
EdD, for her suggestions and corrections for the improvement of the manuscript;All Special Program in Sports (SPS) students
of Governor Felicisimo T. San Luis Integrated Senior High School , for their cooperation and participation during the conduct

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 Cinderela A. Regalo / International Journal of Research Publications (IJRP.ORG)
of the study; To my friends, who were always with him not only in times of happiness but also in times of hardships941and
struggles; Without their patience, understanding, support, and above all, I want to thank my family; no one has been more
important to me in the completion of this project than my loved ones. In all we do, we value their financial support as well as
their care and knowledge.

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