See discussions, stats, and author profiles for this publication at: https://www.researchgate.

net/publication/270451158

Sport participation and academic achievement of adolescents

Article in Fizicka kultura · June 2009

CITATION READS

1 10,461

1 author:

Aleksandar Gadzic
Singidunum University
54 PUBLICATIONS 142 CITATIONS

SEE PROFILE

All content following this page was uploaded by Aleksandar Gadzic on 05 January 2015.

The user has requested enhancement of the downloaded file.

 Sport Participation and Academic Achievement of Adolescents

Аleksandar Gadžić 796:159.922.7/8

Original scientific paper
Received 19.06.2009.

SPORT PARTICIPATION AND ACADEMIC ACHIEVEMENT

OF ADOLESCENTS

Extract from master’s paper: „RELATIONS OF ACTIVE SPORT PARTICIPATION WITH ACADEMIC ACHIEVEMENT
AND ADOLESCENTS’ STATUS IN THE GROUP“. University of Niš, Faculty of Sport and Physical Education, 2008., mentor
prof. Аleksandar Мilojević, PhD

Physical Culture, Belgrade, 63 (2009), 2, p. 255 – 266, tab. 9, ref. 29

Abstract
There is a notion that sport participation is positively related to students’ academic achievement. The results of numerous studies abroad
support this relationship, however, little research has been done at home on that matter. The present study is an attempt to examine
existence of relationship between sport participation and academic achievement of secondary school students. Participating students
(N=359), have filled in a questionnaire concerning students’ involvement in sports and academic achievement. Student’s t-test was utilized
to test the difference between the means for sport participating students and sport non-participating students. Pearson’s linear correlation
was used to examine level of correlations for all variables. The relationship between investigated domains was additionally explored by
2 test for contingency tables. Results of Student’s t-test for independent samples have shown that differences between sport participating
and sport non-participating students do exist, in favour of first mentioned group, but the results of Pearson’ linear correlations indicate
that there is no relationship between the variables that define sport participation and academic achievement does for sport participating
subsample (N=82). Аttained results of 2 test for contingency tables of variables of academic achievement and sport participation, indicate
that these two domains were not in statistically significant relationship. These findings indicate that sport participation did not affect
academic achievement, but better academic achievement of sport participating students is caused by some other factor.
Key words: SPORT/ ACADEMIC ACHIEVEMENT/ АDOLESCENTS

INTRODUCTION

There is a widely spread belief in our country group status, find ground in teaching of developmen-
that sport participation, by its positive effects, con- tal theorists who emphasize the impact of sport on
tributes to better academic achievement and students’ “character” building and socializing effects of team
status within school setting. The main idea of beliefs members, that has been confirmed in some previous
that support this relationship of positive influence research (McHale, et al. 2005; Eccles, et al. 2003;
of sport participation on academic achievement and Danish, 2002; Ewing, et al. 2002; Larson, 1994; Sp-
PHYSICAL CULTURE, BELGRADE, 63 (2009) 2 255
Аleksandar Gadžić

reitzer, 1994). Interaction with peers is important for while the corresponding percentage for non-athletes
young individuals, approval and acceptance by peers was 8.98 percent. The importance of these findings
affects self-esteem, academic achievement, moral is in fact that these results were yielded on great and
development and social behavior. It is known that, representative sample in America, and it is clear how
within a sport group, specific ways of interpersonal much attention is given to high school sports there. In
contacts and communications are being formed and other researches, some authors found that sport par-
developed, characteristic norms and rules of behav- ticipation, apart from aforementioned impact on aca-
ior, ways of awarding, sanctioning, cooperation, demic achievement, had positive correlations with
competitiveness, positions within a group and other self-esteem, popularity and peer respect (Beckett,
psychosocial traits and interactions (Milojević, 2004) 1999; White, 2005).
that can contribute to better academic achievement of Quite interesting are the results of recent re-
sport participating students. There is a great number search conducted by Carlson et al. (Carlson, Scott,
of sports-related research literature abroad, especial- Planty & Thompson, 2005), eight years after high
ly in America, psychology and sociology disciplines school graduation for students athletes and non-ath-
particularly are interested in influence of high school letes, where they found that students athletes were
sport on academic achievement. more successful in continuing education, finding jobs
Results of numerous studies show that sport and had better health status.
participation contributes to better academic achieve- It is important to mention that there are re-
ment and educational aspirations (Fejgin, 1994; searches whose results suggest lack of influence of
Eccles & Barber, 1999; Stephens & Schaben, 2002; sport participation on academic achievement (Sal-
Moriana, Alcala, Pino, Herruzo & Riuz, 2006). In lis, et al., 1999; Tremblay, Wyatt & Douglas, 2000;
recent research group of authors (Castelli, Hillman, McGee, 2001; Coe, Pivarnik, Womack, Reeves &
Buck & Erwin, 2007) found out that even physi- Malina, 2006), but these researches are outnumbered
cal fitness has significant, positive correlations with by studies that confirm positive impact and relations
academic achievement. Aerobic capacity, as physi- between sport and academic achievement.
cal fitness test, had positive relations with academic Our researchers have rarely investigated this
achievement and body mass index (BMI) had inverted problem (Martinović, 2002), and that is quite surpris-
relation with academic achievement. Significant re- ing, considering the fact that sport in our society is
lations were confirmed between physical fitness and very important part of everyday lifeof young people.
academic achievement, mathematics and reading, It has been known for a long time that athletes are
therefore, authors believe that some aspects of physi- best promoters of their countries, hence our country
cal fitness can be generally linked with academic is well known in the world through successes of our
achievement of pre adolescents. Very impressive athletes.
are the results of longitudinal research conducted Testing of relationship between sport partici-
in schools of North Carolina (Whitley, 1999), from pation and academic achievement is especially im-
1993 tо 1996, with the data on 285 805 students from portant during adolescence when numerous psycho-
306 High Schools. The data were summarized at the logical and physical changes occur and abundance of
end of every school year, and the results showed that studies have shown that it is necessary to increase
sport participating students had better scores in all physical activities throughout adolescence, аs con-
researchеd aspects. Grade point average was 22,66% firmed in some previous research (Gruber & Kirk-
better for sport participating students than non-par- endall, 1970; Wilson, Tunstall & Eysenck, 1971;
ticipants in sports, they had 6 days per year of ab- Мilojević, 1996; Bačanac, Lazarević i Мilojević,
sence from school less than non-participants. Results 2001; Harris, & Eccles, 2005). During that devel-
indicate that slightly over 30% of sport participants opmental period, it has been proven that significant,
had some disciplinary violation compared to over positive relations exist between intellectual and mo-
40% of sport non-participants. Dropout rate: there tor abilities which should be used in best possible
was a big difference in the dropout rate; the mean way to contribute overall development of the youth.
dropout percentage for athletes was just 0.7 percent,

256 PHYSICAL CULTURE, BELGRADE, 63 (2009) 2

 Sport Participation and Academic Achievement of Adolescents

METHOD c) training volume (number of training sessions

per week),
d) membership in a sport club or association (yes
The problem of present research, exploration or no),
of relationship between sport participation and stu- e) training experience (in years) and
dents’ academic achievement, required the applica- f) participation in sport competitions and level
tion of dialectical method and statistical data analy- of competitions (no participation, participation
sis. The research has transfersal character. at local level, participation at regional level,
participation at national level and participation
at international level).
Sample of subjects
The sample of the present study consisted of Based on the data acquired from question-
359 out of 417 students in total, of the second and naire, a criterion for status of sport participant has
third year of studies at High school in Kraljevo, aged been defined, hence sport participants were all stu-
16 to 19 years. After completion of questionnaires, it dents who were involved in sports for at least a year,
has been validated that 82 students are sport partici- who were memebers of sport clubs or associations
pants or 22,8%, and 277 students, or 77,1% are not and participated in sport competitions at one of the
regularly involved in sports. In sport participant part aforementioned levels.
of the sample, 45 are males and 37 are females. In
sport non-participant part of the sample 98 are males Therefore, sport participation variables tested
and 179 are females. were:
Considering that measures in this research 1. training experience (ТE),
were taken through the questionnaire, which was 2. competition level (CL) and
prepared prior to testing, all examinees had received 3. training volume (ТV).
verbal instructions before filling in the questionnaire.
Examinees have consciously and voluntarily filled in
questionnaires and they were informed that all data Measures of academic achievement
acquired from the questionnaires would be strictly Basic indicator of students’ educational achie-
confident, secured and used in scientific purposes vements are school marks. In the present research
only. three parameters were selected as the indicators
of academic achievement. The overall academic
achievement grade at the end of last school year was
Sample of variables and instruments used as a main indicator for assessment of academic
achievement, and two additional variables, mathe-
The instruments used in the present study matics grade at the end of last school year and an
are measures of sport participation and measures of overall academic achievement at the end of the first
academic achievement. term of the current school year.
Selection of these indicators provided use
of multiple indicators and through students’ grade
point average, a possibility to balance opposite ten-
Measures of active sport participation
dencies that appear in teachers’ grading at half term
Data collection on sport participation was done during one school year. Namely, in the research of
through students’ questionnaire, and as appropri- the education effects, exploring relations between
ate, a slightly modified Gašić-Pavišić and Janjetović academic achievement and number of bio-psycho-
questionnaire (Gašić-Pavišić i Janjetović, 2007) was social characteristics of students, it has been found
used. The questionnaire was used to examine the fol- that: students make lower academic achievement at
lowing: the end of the first term than at the end of school year,
a) regular involvement in sport activities (yes or grades from majority of school subjects are good pre-
no), dictors of grade point average and students’ achieve-
b) kind of sport (name of sport discipline), ments are lowest in mathematics, regardless whether
PHYSICAL CULTURE, BELGRADE, 63 (2009) 2 257
Аleksandar Gadžić

assessed by criterion tests or conventional scale of RESULTS

school grades (Havelka, 1990; 1997).

The tested academic achievement variables Descriptive statistic parameters of

were: sport participation and academic
1. overall academic achievement at the end of achievement in group of sport
last school year (ОAL), participants
2. mathematics grade (МG) and
3. overal academic achievement at half term of The results from Table 1 show that sport par-
the current school year (ОAS). ticipating students, on average have 5,62 years of
training experience, 4,00 training sessions per week
and most often take part in competitions on local and
regional level (1,70). The overall academic achieve-
Statistical analysis
ment for sport participating students is 4,11 on aver-
Basic central and dispersion parameters were age, while mean of mathematics grade is somewhat
computed for all instruments. Comparison of results lower 3,40. The biggest range of results (8) is present
between sport participating and sport non-partici- in variables of training experience (TE) and training
pating students has been done apllying t-test for in- volume (TV).
dependent samples. In order to have more complete
insight between the examined aspects, the coeffi-
cients of Pearson’s linear correlation between sport
variables and academic achievement variables were
computed, as well as contingency tables and 2 test.

Table 1. Central and dispersion parameters of sport participation and academic achievement in the group of
sport participants

Variable N Range Min. Max. Mean SD Skewness Kurtosis

ТE 82 8 1 9 5,62 2,41 -,27 -,92
CL 82 3 1 4 1,70 ,80 ,91 ,12
ТV 82 8 2 10 4,00 1,78 1,45 2,15
ОAL 82 4 1 5 4,11 ,89 -,76 ,36
ОAS 82 4 1 5 3,98 ,90 -,47 -,16
МG 82 4 1 5 3,40 1,22 ,02 -1,46

The obtained values of central and dispersion Descriptive statistic parameters of

parameters from Table 1 indicate that discrimina- academic achievement in the group of
tive aspect of the applied instruments is satisfactory, sport non-participants
except for variable of training volume (TV), where
value of skewness is slightly higher. Table 2 displays the results for students sport
non-participants who have mean value of academic
achievement at the end of last school year (ОAL)
3,82, while half term academic achievement (OAS)
is little bit lower 3,62. The average mathematics
grade (МG) is 3,10.

258 PHYSICAL CULTURE, BELGRADE, 63 (2009) 2

 Sport Participation and Academic Achievement of Adolescents

Table 2. Central and dispersion parameters of academic achievement in the group of sport non-participants
N Range Min. Max. Mean SD Skewness Kurtosis
ОAL 277 4 1 5 3,82 1,01 -,57 -,13
ОAS 277 4 1 5 3,64 1,02 -,32 -,41
МG 277 4 1 5 3,10 1,20 ,35 -1,29
rences have been computed as well. The main reason
Comparison of means for academic achieve- to make comparison of means between sport partici-
ment variables between sport participants and non- pant and sport non-participant group, is in fact that
participants shows better results for sport participants just number of a mean does not tell much about its
and that indicates application of Student’s t – test for value if that result has no other comparative result
independent groups, in order to examine the real dif- which can give more information about its real value.
ference of means. Comparison analysis has shown that whole
sample of sport participating students has better
academic achievement at the end of last school year
Difference between the means (ОAL) than sport non-participating students (4,11 to
3,82), furthermore at half term of current school year
After central and dispersion parameters were
(ОAS) 3,98 to 3,64, and finally better average grade
computed for both group of examinees, mean diffe-
in mathematics (МG) 3,40 to 3,10 (Table 3).
Table 3. Difference between the means of academic achievement variables for sport participating and sport
non-participating students
Mean Mean Valid N Valid N SD SD
Variable Sport Sport t df р Sport Sport Sport Sport
part. non-part. part. non-part. part. non-part.
ОAL 4,11 3,82 2,32* 357 ,021 82 277 ,89 1,01
ОAS 3,98 3,64 2,67** 357 ,008 82 277 ,90 1,02
МG 3,40 3,10 1,97* 357 ,050 82 277 1,21 1,20
* statistically signifficant at 0.05 level
** statistically signifficant at 0.01 level

Based on the results, it can be noticed that most Pearson’s linear correlation
significant difference between the means is at vari-
Considering the results that are obtained by
able academic achievement at half term (ОAS; t =
basic statistical procedures, and the results of Stu-
2,67; p<0.01), after that variable academic achieve-
dent’s t-test for independent samples that have shown
ment at the end of last school year (ОAL; t = 2,32;
significant differences in favour of sport participating
p<0.05) and variable grade in mathematics (MG; t =
students, Pearson’s linear correlation was applied in
1,97; p<0.05).
order to examine existence of correlations between
The obtained values indicate that sport par-
domains defined as sport participation and academic
ticipating students are more successful in academic
achievement. Correlations were tested at .01 and .05
achievement in all tested variables.
significance levels.
Table 4. Coefficients of linear correlations between sport variables and academic achievement variables for all
sport participating students
Variable ОAL ОAS МG
TE -,15 -,08 -,07
CL ,05 ,14 ,08
TV -,06 ,05 -,04

PHYSICAL CULTURE, BELGRADE, 63 (2009) 2 259

Аleksandar Gadžić

Results from Table 4 show existence of very achievement for the whole sample of sport partici-
low bipolar correlations, therefore it can be con- pating students at .01 and .05 significance levels. In
firmed that none of the sport participation variables order to find accurate correlations for subsamples,
are statistically correlated with variables of academic detection of correlations have been done separately
for male and female sport participating students.

Table 5. Coefficients of linear correlations between sport variables and academic achievement variables for
male sport participants

Variable ОAL ОAS МG

TE -,09 -,02 ,03
CL ,20 ,34(*) ,22
TV ,15 ,29 ,11
* statistically signifficant at 0.05 level
** statistically signifficant at 0.01 level

Analysis of results from table 5, shows note- After the values of linear correlation coef-
worthy presence of low significance bipolar correla- ficients were identified for male students sport par-
tions. It is evident somewhat lower relation between ticipants, the same procedure was applied for female
variables competition level (CL) and overall aca- students sport participants.
demic achievement at the semester of current school
year (OAS) at the .05 significance level, while other
variables do not have significant correlations.

Table 6. Coefficients of linear correlations between sport variables and academic achievement variables for
female sport participants
Variable ОAL ОAS МG
TE -,08 -,04 -,05
CL -,03 ,01 ,03
TV -,33(*) -,30 -,15
* statistically signifficant at 0.05 level
** statistically signifficant at 0.01 level

Results from Table 6 show existence of low between every parameter of academic achievement
significance bipolar correlations. It can be noticed (ОAL, ОAS and МG) and sport participation (TE,
that there is a little bit lower relation between vari- CL and TV) was investigated:
ables training volume (TV) and overall academic • overall academic achievement at the end of
achievement at the end of last school year (OAL) at last school year and training experience,
the .05 significance level, while other variables do • overal academic achievement at half term of
not have significant correlations. current school year and training experience,
• mathematics grade and training experience,
• overall academic achievement at the end of
Contingency tables and 2 test last school year and competition level,
• overal academic achievement at half term of
Apart from Pearson’s linear correlation, the
current school year and competition level,
relationship between investigated domains was ex-
• mathematics grade and competition level,
plored by 2 test for contingency tables. All the
• overall academic achievement at the end of
examined variables were tested, in order to obtain
last school year and training volume,
relationship between all variables. The relationship

260 PHYSICAL CULTURE, BELGRADE, 63 (2009) 2

 Sport Participation and Academic Achievement of Adolescents

• overal academic achievement at half term of students had excellent overall academic achievement
current school year and training volume and at the end of last school year, as well as an overal
• mathematics grade and training volume. academic achievement at half term of current school
year (34,1%). Sport participants had somewhat poorer
Results in Table 7 show 2 test for contingency scores in mathematics, because satisfactory grade is
tables of academic achievement variables and sport present with 31,7%, although it does not deviate from
experience defined as training experience, and it is general trend of mathematics grade for this age.
noticeable that the highest percentage (40,2%) of

Таble 7. Results of 2 test for contingency tables for academic achievement variables and training experience
for sport participants
ОAL ОAS МG

sport partic.
1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

5
1 0 0 1 1 3 0 0 1 3 1 0 1 1 2 1 6%

6
2 0 0 0 2 4 0 0 0 3 3 0 1 1 1 3 7%

6
3 0 0 2 2 2 0 0 2 1 3 0 4 0 0 2 7%

9
4 0 0 1 4 4 0 0 2 4 3 0 1 3 2 3 11%

13
5 1 0 5 2 5 1 1 6 1 4 1 4 3 3 2 15.8%

10
6 0 0 2 5 3 0 0 3 4 3 0 3 2 3 2 12.1%
TE

1
6.5 0 0 0 0 1 0 0 0 0 1 0 0 0 0 1 1.2%

10
7 0 0 1 6 3 0 0 2 5 3 0 5 2 1 2 12.1%

10
8 0 1 2 3 4 0 0 4 3 3 0 3 1 4 2 12.1%

12
9 0 0 5 3 4 0 0 5 3 4 0 4 2 3 3 14.6%

1 1 19 28 33 1 1 25 27 28 1 26 15 19 21 82
total

1.2% 1.2% 23.2% 34.1% 40.2% 1.2% 1.2% 30.5% 32.9% 34.1% 1.2% 1.7% 18.3% 23.2% 5.6% 100%

χ2=27.39 (df=36); p=.848 χ2=24.61 (df=36); p=.925 χ2=23.27 (df=36); p=.950

PHYSICAL CULTURE, BELGRADE, 63 (2009) 2 261

Аleksandar Gadžić

Reference sport experience, certain propor- ment in the most important indicator of academic
tionality of years spent in sport participation is evi- achievement, an overall academic achievement at the
dent and ranges (from 1 to 9 years) from 6% to 15,8%. end of last school year, results of 2 test show that
Despite the fact that students, sport participants significant relationship does not exist between aca-
had high percentage of excellent academic achieve- demic achievement and training experience.

Таble 8. Results of 2 test for contingency tables for academic achievement variables and training volume

ОAL ОAS МG

sport partic.
1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

10
2 1 0 0 4 5 1 0 1 4 4 1 2 1 4 2 12.1%

34
3 0 0 7 11 16 0 1 10 10 13 0 11 5 6 12 41.4%

15
4 0 0 5 5 5 0 0 6 6 3 0 6 3 3 3 18.3%

10
5 0 1 3 3 3 0 0 3 4 3 0 4 1 3 2 12.1%

4
6 0 0 2 1 1 0 0 2 1 1 0 0 3 0 1 4.8%
TV

4
7 0 0 2 2 0 0 0 2 1 1 0 2 1 1 0 4.8%

3
8 0 0 0 2 1 0 0 1 1 1 0 1 1 0 1 3.6%

2
10 0 0 0 0 2 0 0 0 0 2 0 0 0 2 0 2.4%
total

1 1 19 28 33 1 1 25 27 28 1 26 15 19 21 82
1.2% 1.2% 3.2% 34.1% 40.2% 1.2% 1.2% 30.5% 32.9% 34.1% 1.2% 1.7% 18.3% 23.2% 25.6% 100%

χ2=28.23 (df=28); p=.452 χ2=17.46 (df=28); p=.939 χ2=31.32 (df=28); p=.303

Results of 2 test for contingency tables for times a week (18,3%), but the relationship between
academic achievement variables and training volume these domains is not statistically significant (p=.452;
indicate that majority of students, sport participants p=.939; p=.303).
(41,4%), do exercise three times a week, and four

262 PHYSICAL CULTURE, BELGRADE, 63 (2009) 2

 Sport Participation and Academic Achievement of Adolescents

Таble 9. Results of 2 test for contingency tables for academic achievement variables and competition level

ОAL ОAS МG

sport partic.
1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

40
1 1 0 9 15 15 1 1 14 12 12 1 15 8 5 11 48.7%

29
2 0 1 8 8 12 0 0 9 9 11 0 9 3 9 8 35.3%

11
3 0 0 1 4 6 0 0 1 5 5 0 1 3 5 2 13.4%
CL

2
4 0 0 1 1 0 0 0 1 1 0 0 1 1 0 0 2.4%

1 1 19 28 33 1 1 25 27 28 1 26 15 19 21 82
total

1.2% 1.2% 23.2% 34.1% 40.2% 1.2% 1.2% 30.5% 32.9% 34.1% 1.2% 31.7% 18.3% 23.2% 25.6% 100%

χ2=6.80 (df=12); p=.871 χ2=6.52 (df=12); p=.887 χ2=12.52 (df=12); p=.405

At the end, results of 2 test for contingency results of sport participants in all tested variables
tables for academic achievement variables and com- of academic achievement, and that was confirmed
petition level are presented, and it is clear that sport by application of t – test for independent samples
participants most often take part in competitions at (ОAS; t = 2,67; p<0.01; ОAL; t = 2,32; p<0.05; МG;
local level (48,7%) and regional level (35,3%), how- t = 1,97; p<0.05). The obtained results, at this level
ever, likewise other sport variables, competition level of statistical analysis, are consistent with findings of
did not show statistically significant relation with ac- numerous studies in the past, where it was confirmed
ademic achievement. that sport participating students do better academi-
cally than their less active peers (Fejgin, 1994; Eccles
& Barber, 1999; Stephens & Schaben, 2002; Mori-
ana, Alcala, Pino, Herruzo & Riuz, 2006). With fur-
DISCUSSION
ther statistical analysis, Pearson’s linear correlation,
that has been attempted to find whether statistically
Recent studies of relations and effects of sport significant correlations between variables that define
participation on academic achievement have given sport participation and academic achievement exist
inconsistent results. In order to examine existence or or not.
non existence of the relations between sport partici- Based on the values of Pearson’s linear cor-
pation and academic achievement, an examination of relation coefficients, that range from -.15 tо .14, it
that relationship has been done on choosen sample is clear that there is no statistically significant cor-
of subjects relation between the explored fields, With regard to
By descriptive analysis, an estimates of cen- the difference that exists in the results of sport par-
tral tendency parameters and dispersion for all tested ticipants and sport non-participants, it is probably
variables have been done. Comparative analysis of caused by some other factors, and not by sport. These
average results for sport participating sudents and results are in consistence with the results of some
sport non-participating students, has shown better earlier researches (Sallis et al., 1999; Tremblay, Wy-

PHYSICAL CULTURE, BELGRADE, 63 (2009) 2 263

Аleksandar Gadžić

att & Douglas, 2000; McGee, 2001; Coe, Pivarnik, ment of adolescent students. Results of some previ-
Womack, Reeves & Malina, 2006) where the exis- ous studies have been partially confirmed for positive
tence of such relationship between sport participation relations between sport participation and academic
and academic achievement has been denied. achievement (Fejgin, 1994; Eccles & Barber, 1999;
Although the values of Pearson’s correlation Stephens & Schaben, 2002; Moriana, Alcala, Pino,
coefficients are quite low, there is a noticeable diffe- Herruzo & Riuz, 2006). Regarding certain inconsis-
rence in variables that have relations, at some extent, tence of the obtained results, the facts show that con-
of sport and academic achievement variables be- nection of sport participation and academic achieve-
tween male and female sport participating students. ment is a rather complex field. Having in mind that
For male sport participant students, competition sport participating students have better academic
level (CL) has the highest correlation with academic achievement in the present study, which did not have
achievement at the half term (.34; p<0.05), and for significant correlations with sport variables, existence
female sport participant students training volume of some other mechanisms that cause the difference
(TV) is the parameter that has certain relationship is evident. On the other hand, the results of previous
with academic achievement at the end of school year researches where strong relationship between sport
(-.33; p<0.05). participation and academic achievement have been
Results of 2 test and contingency tables have confirmed, predominantly originate from American
additionally confirmed findings of earlier statistical high school sport samples, that is much better orga-
procedures, therefore non of the academic achieve- nized than ours. All these facts indicate the need for
ment parameters have statistically significant rela- further research in this area with recommendation to
tionship with any of the sport participation param- include bigger and evenly matched sample size, and
eters. with application of additional instruments for assess-
ment of sport status and further statistical procedures
and analyses.
It is necessary to mention that the obtained re-
CONCLUSIONS
sults apply on the tested sample only, students from
one school, which means that on some other sample,
The present study has investigated relations in some other environment, possibly very different
between sport participation and academic achieve- results might be found.

REFERENCES

1. Bačanac, Lj., Lazarević, Lj., Milojević, А. 4. Castelli, D. M., Hillman, C. H., Buck, S. M. &
(2001). The Correlation of athletics simple and Erwin, H. E. (2007). Physical fitness and aca-
complex relation time with classic IQ tests. 10th demic achievement in third and fifth grade stu-
World Congress of Sport Psychology, Skiathos, dents. Journal of Sport & Exercise Psychology,
Hellas, Book 4, 108-110. 29, 239-252.
2. Beckett, A. B., (1999). Dumb jock or student 5. Coe, D. P., Pivarnik, J. M., Womack, C. J.,
athlete? A longitudinal analysis of the effects of Reeves, M. J. & Malina, R. M. (2006). Effects of
playing high school interscholastic sports on ac- Physical Education and Activity Levels on Aca-
ademic performance. Маster thesis, Ohio: Ohio demic Achievements in Children. Medicine &
State University. Science in Sports & Exercise, 38(8), 1515–1519.
3. Carlson, D., Scott, L., Planty, M., & Thompson, 6. Danish, S. J. (2002). Teaching life skills through
J. (2005). What Is the Status of High School Ath- sport. In M. Gatz, M.A. Messner, and S.J. Ball-
letes 8 Years After Their Senior Year? Statistics Rokeach (Eds), Paradoxes of Youth and Sport
in brief, National center for education statistics, (pp. 49-60). Albany, NY: SUNY Press.
U.S. Department of Education, Institute of Edu-
cation Sciences NCES 2005–303.

264 PHYSICAL CULTURE, BELGRADE, 63 (2009) 2

 Sport Participation and Academic Achievement of Adolescents

7. Eccles, J. S., Barber, B. L., (1999). Student 16. Larson, Reed. (1994). Youth organizations,
Council, Volunteering, Basketball, or Marching hobbies and sports as developmental contexts.
Band? What Kind of Extracurricular Involve- In Rainer Silberstein and Eberhard Todt (Eds),
ment Matters. Journal of Adolescent Research, Adolescence in Context (pp. 46-65). New York:
14(1), 10-43. Springer-Verlag.
8. Eccles, J. S., Barber, B. L., Stone, M., & Hunt, J. 17. Martinović, D. (2002). Relacije između postig-
(2003). Extracurricular activities andadolescent nuća u nastavi fizičkog vaspitanja, morfoloških
development. Journal of Social Issues, 59(4), i motoričkih karakteristika i osobina ličnosti
865-889. učenika osnovne škole. (Relations between
achievement in PE, and morphological and mo-
9. Ewing, M. E.,. Gano-Overway, L. A, Branta, C.
tor features and personality features of elementa-
F., & V. D. Seefeldt. (2002). The role of sports
ry school pupils) Physical Culture, 56(1-4), 1-9.
in youth development. In M. Gatz, M.A. Mess-
ner, and S.J. Ball-Rokeach (Eds), Paradoxes of 18. McGee, J. (2001). Academic Characteristics of
Youth and Sport (pp. 31-48). Albany, NY: SUNY Athletes and non athletes. A Monthly Research
Press. Newsletter, april 2001, College of Saint Bene-
dict/Saint John’s University.
10. Fejgin, N., (1994). Participation in High School
Competitive Sports: A Subversion of School 19. McHale, J. P., Vinden, P. G, Bruett, L., Rich-
Mission or Contribution to Academic Goals? ton, D., Shaw, D., & B. South (2005). Patterns
Sociology of Sport Journal, 11, 211-230. of personal and social adjustment among sport-
involved and noninvolved urban middle school
11. Gašić-Pavišić, S. i Јаnjetović, D. (2007). Pove-
children. Sociology of Sport Journal, 22(2), 119-
zanost učešća u sportu sa prosocijalnom orijent-
136.
acijom i agresijom adolescenata: razlike po polu.
(Connection of sports participation with the pro 20. Мilojević, А. (1996). Relacije intelektualnih i
social orientation and adolescents agression: motoričkih sposobnosti u razvojnom periodu
gender differences). Journals of the Institute of (Relations of intelectual and motor abilities dur-
Pedagogical Research , 2, 329-346. ing developmental period), Journal of the Fac-
ulty of Philosophy of the University of Priština,
12. Gruber, J. J. & Kirkendall, D. R. (1970). Canoni-
1, 90-107.
cal relationships between the motor and intellec-
tual achievement domains in culturally deprived 21. Мilojević, А. (2004). Psihologija sporta i
high school pupils. Research Quarterly, 41(4), vežbanja.(Psychology of Sport and Exercises).
496-502. Niš: Faculty of Physical Culture.
13. Harris, A., & Eccles, J. S. (2005). Relation be- 22. Moriana, J. A., Alcala, F. A., Pino, M. J., Her-
tween Sport/Exercise Participation and Other ruzo, H. & Riuz, R. (2006). Extra-curricular ac-
Indicators of Healthy Adolescent Development. tivities and academic performance in secondary
Paper presented at the CDS-II Early Results students. Electronic Journal of Research in Edu-
Workshop, University of Michigan. cational Psychology, 14(8), 35-46.
14. Havelka, N. et al., (1990). Еfekti osnovnog ob- 23. Sallis, J. F., McKenzie, T. L., Kolody, B., Lewis,
razovanja. (Effects of elementary education) M., Marshall, S. & Rosengard, P. (1999). Effects
Belgrade: Faculty of Philosophy – Institute for of health-related physical education on academic
Psychology. achievement: Project SPARK. Research Quar-
terly for Exercise and Sport, 70, 127-134.
15. Havelka, N. et al., (1997). Učenički doživljaj
škole: Како učenici procenjuju nastavne pred- 24. Spreitzer, E. (1994). Does participation in inter-
mete.(Students’ experience of school: How the scholastic athletics affect adult development?
students assess the subjects) Psychological re- Youth and Society, 25, 368-387.
searches, 9, 177-217.

PHYSICAL CULTURE, BELGRADE, 63 (2009) 2 265

Аleksandar Gadžić

25. Stephens, L. J., & Schaben, L. (2002). The Ef- 28. Whitley, R. L. (1999). Those „Dumb Jocks” are
fect of interscholastic sports participation on at it again. The High School Journal, 82(4), 223-
academic achievement of middle level school 233.
students. NASSP Bulletin, 86(630), 34-41.
29. Wilson, G. D., Tunstall, O. A. & Eysenck H. J.
26. Tremblay, M. S., Wyatt, J. I., & Douglas W. J. (1971). Individual differences in tapping perfor-
(2000). The Relationship between physical ac- mance as a function of time on the task. Percept
tivity, self-esteem and academic achievement in Mot Skills, 33(2), 375–378.
12 year old children. Pediatric Exercise Science,
12, 312-323.
27. White, B. N. (2005). The effects of athletic par-
ticipation on academic achievement. Маster the-
sis, Marietta: Marietta College.

Аleksandar Gadžić, MA
Dragoslava Bogavca 13/7,
36000 Кraljevo, Serbia
[email protected]

266 PHYSICAL CULTURE, BELGRADE, 63 (2009) 2

View publication stats