Chapter 1

INTRODUCTION

TITLE: IMPACT OF TIME MANAGEMENT ON VARSITY PLAYERS TO THEIR ACADEMICS

1.1 BACKGROUND OF THE STUDY

Time management plays a significant role in ourselves because it will help us on how to consume

our time properly. It is also the ability to use one’s time effectively or productively especially in school

or work.

The varsity players especially high school students tend to have a lot of problem on how they are

going to balance their time between their sports and their academics. We researchers will study about

how varsity players manage their time between playing and studying right after but most of the

varsities failed to excel in academics because they can’t manage their time properly.

Our study will help the teachers to inform them that managing their time is a hindrance to them to

focus on their studies because right after their play their using their time for resting instead of studying.

Varsity players might have a failing grades and resulting to kick out in their teams, we are showing

our concern to the varsity player giving them ideas what could possibly happen if they continue on

disregarding their academics.

In 1987, a review was published that addressed the increasing popularity of time management

(Richards, 1987). It discussed the principles mentioned by authors like McCay (1959) and concluded

that, for instance, setting life goals and keeping time logs were important techniques for effectively

managing one’s time.

1
1.2 STATEMENT OF THE PROBLEM

This study is conducted to determine the influence of varsity’s time management on their academics,

and achievement in sports.

This study will answer the following questions:

 What is the effort of being a varsity on their academic status?

 Does being a varsity reduces your grades?

 Are varsity player time constrained?

 Do athletes only have a negative impact on academic achievements?

2
1.3 OBJECTIVES OF THE STUDY

The main objectives of the study was to determine the influence of time management on their

academics and sports perceived by their scores, grades in their academics, and achievement in sports.

Specially, this study aimed to:

1. Let upcoming or wanting to be a varsity player know the pros and cons of becoming a varsity

player.

2. To inform varsity players balance their academics and sports

3. Provide awareness to those who wish to become a varsity player on managing their times

1.4 SCOPE AND LIMITATIONS

Scope

1. Varsity players who had a serious problem about their academics.

2. Percentage of varsity players

3. Varsity players with honors

Limitations

1. Those who are not varsity players.

2. Those who are not interested in sports

3
1.5 SIGNIFICANCE OF THE STUDY

These following are involve or maybe responsible in this study it may affect or maybe factors in

the study

 Varsity players- the study will give them idea or awareness to focus between their academics

and sports

 Teachers- the study will give them information about the student who is in danger of their

academics and help them to adjust and manage correctly their time.

 Coaches- the study will inform the students about their study and academics.

 School- This where the place of the study focuses or all the topic are found in this significance

 Community- the study will inspire street children to play and exercise their body instead of

wasting their time on playing computers and others that may negatively affect their time.

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1.6 THEORETICAL FRAMEWORK

Stephen Covey’s theory is all about the time management, this principle is about a big glass pickle jar

that’s filled with a large number of fist-sized rocks, pebbles and a lot of sand.

https://www.toolshero.com/time-management/pickle-jar-theory/ <3

The sand in the image represent unnecessary things happening in your life.

The pebbles represent the mediocre things or events in your life.

The rocks represents the most important things or task in your life.

5
HOW DOES IT WORK?

1 The sand represents the unnecessary things like traveling, walkouts, and other events that distract

ourselves every day. 2 Next is the pebbles things like training in sports. 3 And the last thing rocks the

most important things like home works, projects that you need to finish quickly or needed to be done.

In this kind of order you will struggle in your important things because you focused more in your

unnecessary things. And your time management will be ruined. Same with our daily lives if we focused

more in unnecessary things you don’t have any time left for your important task.

BETTER DIVISION

Now let’s change the procedure, 1 first let’s put the rocks you will finish your important things

first, 2 then you will do the pebbles or the not the most important things, 3 then after finishing the rocks

and the pebbles you have the free time getting the sand or you can now use your time in social medias,

games, travelling, etc...

In this order you control more time than the last time you balance your time management when you

finish your important task fist and you will not struggle in your time to finish those task.

This theory applies to those people who struggle with their time, and this theory will help them to

manage their time wisely and to control how can they finish their task on time. This theory also aims to

focus more on how people finish their important task before their unnecessary task.

6
The pickle jar theory helps us to manage our time, it states that varsity players need to focus more on

their big task to control their time management from being an athlete and a student.

1.7 CONCEPTUAL FRAMEWORK

COMPETITIONS TRAINING

SPORTS

TIME
MANAGEMENT

ACADEMICS

LESSONS GRADES

PROJECTS

Figure 1- Time management between sports and academics

7
CHAPTER 2: A REVIEW OF LITERATURE

INTRODUCTION

These articles may related in our topic. It shows the reviews and other opinions that can enlightened

our topic. Some of those content gives bright ideas that are helpful to our study about time

management, these different articles shows more ways to make this research and brings guide to our

study

CONTENT A

Time Management Concepts

Research on the effective use of time has generated several time management terms. The most

common term is time-on-task, or engaged time. Other terms include available time, allocated time,

academic learning time (or ALT), pacing, transition time, and instructional momentum.

Available Time The amount of time available for all school activities in a school year.

6 hours = 100%

Allocated Time The amount of time allocated for instruction in a content area.

79%

Engaged Time The amount of time the student is actively engaged in learning tasks.

Average = 42% Range = 25%-58%

8
Academic Learning Time (ALT) The amount of time successfully engaged in academic tasks.

Average = 17% Range = 10%-25%

Available Time.

This is the time available for all school activities. The available time is limited by the number of days

in a school year (approximately 180 days) and the number of hours in a school day (approximately six

hours, including one hour of break time). Available time will be divided among all the diverse

functions of a school, including the recreational, social, and academic goals that form the mandated and

the hidden curriculum present in every school district.

Schools vary only slightly in the number of school days in a school year, but there is considerably more

variability in the hours assigned per day and in the average daily attendance. Variations of up to two

hours per day among school districts have been noted (Stallings, 1975). The data on average daily

attendance has shown that some schools within the same district provided 50 percent more schooling

than other schools because of variations in average daily attendance (Wiley & Harnischfeger, 1974).

Allocated Time.

Allocated time is the amount of time assigned for instruction in a content area, without reference to the

quality of the activities being conducted during that time. In allocating time to a specific curriculum

9
area, one must consider how the time is allocated as well as total time set aside for the class. The

amount of time and the way it is distributed during the day, week, and school year are issues related to

allocated time. In an extensive multi year study of teaching practices, the following findings on the

allocation of time were reported (Fisher et al., 1980):

Within reading and mathematics, classes differed in the amount of time allocated to different skill

areas. For example, in one second-grade class, the average student received 9 minutes of instruction

over the whole school year in the arithmetic associated with the use of money. This figure can be

contrasted with classes where the average second grader was allocated 315 minutes per school year in

the curriculum content area of money. As another example, in the fifth grade some classes received

less than 1,000 minutes of instruction in reading comprehension for the second year (about 10 minutes

per day). This figure can be contrasted with classes where the average student was allocated almost

5,000 minutes of instruction related to comprehension during the school year (about 50 minutes per

day) [p. 16].

Berliner (1984), in a review of the research literature on content decision, make the following

observations:

• The assumption that the curriculum and associated time allocations are set by school boards and

administrators is only partly true. The final arbiter of what is taught is the classroom teacher. • The

research has documented wide variations among teachers for both content and time allocation

decisions, even in the presence of clear and mandatory regulations detailing content and time

allocations. • The empirical data relating to content coverage, or content emphasis to achievement, is

clear. The opportunity to learn a content area is perhaps the most potent variable in accounting for

achievement in that area.

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Berliner concluded his review of content decision with the following statement by Buchmann and

Schmidt (1981):

During the school day, elementary school teachers can be a law unto themselves, favoring certain

subjects at their discretion. What is taught matters, hence arbitrariness in content decisions is clearly

inappropriate. If personal feelings about teaching subject matters are not bounded by an impersonal

conception of professional duties, children will suffer the consequences. Responsibility in content

decision making requires that teachers examine their own conduct, its main springs and potential

effects on what is taught [p. 54].

Engaged Time.

Engaged time is the amount of time the student is actively involved in such learning tasks as writing,

listening, and responding to teacher questions. Engaged time does not include classroom tasks such

as handing in a paper or waiting for a teacher to pass out materials, or inappropriate activities such as

disruptive talking to another student or daydreaming.

Doyle (1986), in reporting on some of the most well-documented research on teacher behavior by

Gump (1967), stated:

Gump found that approximately one-half of the teachers’ acts involved instruction (questions,

feedback, imparting knowledge, etc.). The rest of the time the teachers were involved in organizing

and arranging students for instruction and orienting them to tasks (23% average), dealing with deviant

behavior (14%), and handling individual problems and social amenities (12%) [p. 399].

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Academic Learning Time (ALT).

Academic learning time has been defined as time spent by a student engaged on a task in which few

errors are produced and where the task is directly relevant to an academic outcome (Romberg, 1980).

The concept of ALT represents a considerable refinement over engaged time. Romberg noted that

ALT is positively correlated with achievement, whereas time unsuccessfully engaged in academic tasks

is negatively related to student achievement.

In order to determine which tasks were directly relevant to an academic outcome, ALT researchers

emphasized correspondence between the tasks and the tests that would be used to measure student

achievement. The alignment among the teacher’s instruction, student learning activities, the

curriculum, and tests of student outcomes is an important issue that will be treated in more detail in

“Academic Monitoring.” ALT addresses one of these relationships–namely, the alignment between the

student learning activity and the test used to measure student outcomes. Clearly, increasing academic

learning time is a high priority for the teacher. The measurement of ALT is complex, because one has

to combine the assessment of the time-on-task with measures of success and measures of the

appropriateness of the learning tasks

SUMMARY/EXPLANATION

The article show son where our time has been separated into different kinds of time in our everyday

student life the first one is the available time it is the available or vacant time where we can do some

school activities and other things related to school or maybe event, the time we spend in school is 6

hours all 100% of it are available to school activities, the next one is the allocated time it is the
12
distribution of time in different activities in your school, the allocated time also has an issue in

distributing of time in a day, week, or whole school year, they give one example of 2nd grade class they

had a topic about how to use money correctly for 9 minutes a day that gives 315 minutes per S.Y and

another example of 5th grader received a less 1,000 minutes of discussing about reading

comprehension, that makes a allocated time of average 10 minutes per day, In the article Berliner in

1984 make an observation that the school admins or teachers was the one making or giving time or

time allocation or distribution.

CONTENT B

In the article Engaging time is the time when you respond to your teacher, answering the question of

teacher, it also includes about writing or listening to the discussion of teachers just like learning is

included and also talking to your classmates thinking about something or doing some extra work is

included in engaging time. The last one is the academic learning time it is time that doing something

for academics purposes or having an academic outcome also it is the less hour percent in everyday life

in school that ranges about 10-25% occupied in our remaining time in school, Romberg in 1980, if the

time is unsuccessfully engaged for academics purposes it may result to negative when it come to

student achievements, to determine which task is helpful the researchers explain that learning is

different when you apply it, it says that the tests doesn’t measure the student outcome applying it

maybe helpful

The increasing salience of time is reflected in theoretical as well as practical publications. A number of

authors discussed the need for better incorporating time in theoretical models and research designs (e.g.
13
Ancona et al., 2001; George and Jones, 2000; Wright, 2002). Others focused on the ways in which

people in organizations manage their time, and on ways in which these efforts can be improved (e.g.

Macan, 1994). In this article we will address time from the second perspective, and review the

empirical studies on time management. More specifically, we will review definitions of time

management, discuss methods for studying time management, summarize empirical findings on time

management and the use and effectiveness of time management methods, identify gaps in the current

research literature, and give suggestions for future research. The interest in time management is by no

means new. The problem of how to manage time was already discussed in the 1950s and 1960s, and

several authors proposed methods on how to handle time issues on the job (e.g. Drucker, 1967; Lakein,

1973; Mackenzie, 1972; McCay, 1959). They suggested simple remedies such as writing work plans

down on paper (so-called “to-do lists”) in order to increase job performance. At the same time, some

authors (e.g. Drucker, 1967) recognized that planning tasks and activities does not always lead to the

completion of planned work, especially when time pressure is high. McCay (1959) developed a concept

for a time-management training program, which is still being used. Critical elements are: giving insight

into time-consuming activities, changing time expenditure, and increasing workday efficiency by

teaching people how to make a daily planning, how to prioritise tasks, and how to handle unexpected

tasks. Many books and articles were written to convey these and similar ideas to managers, promising

them a greater effectiveness while using less time (e.g. Blanchard and Johnson, 1982). Over the years

the focus of time management publications and training courses has shifted from managers as the major

target group to a broad audience of working people. The term “time management” is actually

misleading. Strictly speaking, time cannot be managed, because it is an inaccessible factor. Only the

way a person deals with time can be influenced. Time management can be viewed as a way of

monitoring and controlling time (e.g. Eilam and Aharon, 2003). In this regard, it would be more

appropriate to speak about self-management with regard to the performance of multiple tasks within a

certain time period. But in the literature, the term self-management has a different meaning. It refers to
14
monitoring and regulating oneself, but without any specific reference to techniques for monitoring time

use. Therefore, we will stick to the use of the term time management in the present paper. In spite of all

popular attention to managing time, relatively little research has been conducted on the processes

involved in using one’s time effectively (e.g. by using “prime time” to carry out important tasks) and

completing work within deadlines. In 1987, a review was published that addressed the increasing

popularity of time management (Richards, 1987). It discussed the principles mentioned by authors like

McCay (1959) and concluded that, for instance, setting life goals and keeping time logs were important

techniques for effectively managing one’s time. Although this article was helpful in understanding the

ideas behind the notion of time management, it was not a review of empirical time management

studies. In fact, to our knowledge, no reviews of empirical research of time management have been

published since the article by Richards (1987). Therefore, the first aim of the present study is to review

past

PR 36,2

256

empirical studies on time management and to determine the state-of-the-art in this area of research. We

will review the way in which researchers have incorporated time management concepts and methods in

their research and critically discuss the research designs they used. Questions to be addressed are: What

is time management behaviour? What are its antecedents? What is its impact on outcome variables,

such as health and job performance? Our second aim is to determine in which areas more research is

needed to extend the present knowledge of time management and the processes involved.

Method Selection of studies Empirical studies on time management published between 1954 (when

time management was introduced) and 2005 were found through PsycInfo, Sociofile, and references of

past studies. Query terms included time management, time use, time allocation, and time structuring. A

15
first criterion for the selection of studies was that time management had been related to academic or

work situations. Quite a few studies dealt with topics like rehabilitation after an injury or accident,

geriatric afflictions, and other medical conditions (for example, Sakelaris, 1999), which fell outside the

scope of our study. The second criterion was that time management behaviour or attitudes had been

measured by means of instruments constructed for this purpose. In some studies (e.g. Sweidel, 1996),

time management was measured post hoc by combining some items that were more or less related to

time management, rather than by means of validated scales to measure time management. Results were

therefore questionable and were not included in this review study. Using these two criteria, 35

empirical studies were selected for inclusion in this review. We will discuss these studies by presenting

the theoretical contributions made, the definition of time management used, the measurement scales,

the results, gaps in research, and suggestions for future research.

Results Table I describes the studies included in this review in terms of: author(s) and publication year,

the methods used, the samples, the measures of time management, and the variables involved. As can

be seen in Table I, we found no empirical studies published before 1982. Obviously, time management

has made its way into the literature without being accompanied by empirical research. The number of

respondents in the studies ranged from four to 701, with an average of 90. Three types of research

groups were included, i.e: (1) employees of different organizations (social service agencies, car

dealers); (2) students following psychology classes; and (3) employees with double workload, that is,

working full-time while studying part-time, or working full-time and running a household with

children.

The majority of respondents were recruited among students in psychology classes. Research methods

included self-report questionnaires, diaries, and experiments.

16
Explanation:

This literature talks about the practical and empirical use of time and how several authors

proposed how to manage one’s time for example McCay proposed a concept that teaches one person to

make daily planning, prioritize tasks, and how to handle unexpected tasks. Like McCay other authors

made articles and published literary works that conveyed the similar ideas.

It also talks about how the term “time management” is misleading because time is an accessible

factor. Only the way a person deals with time can be influenced. So, it would be more appropriate to call

it “self-management” but in other literary pieces this has a different definition. It refers to monitoring

and regulating oneself.

Though little research is made on managing one’s time. a review on 1987 was published

concluded the same idea McCay had. Setting life goals and keeping time logs were important techniques

on managing technique.

It also said that there are 2 criteria for selection of studies. The first one was that time management

had been related to academic and work situations and few studies were dealt with topics like rehabilitation

17
after an injury and other medical conditions. The second one is time management behavior or attitudes

had been measured by instruments constructed for this purpose.

CONTENT C

To calculate the cumulative time spent working during a week, these objects were also added.

Time management practices have been proven to be some of the top indicators toward achieving a high

level of academic success and performance. They not only influences on the achievement but using time

management techniques also serve only one reason meaning that there are multipurpose fulfilled by time

management (Fazal, 2012). Taking part in proceedings and being engaged in other outside class activities,

not inevitably a job, but being energetic in institution also has a strong correlation to reaching high

academic achievements. Various studies showed that time management practices serve for many

purposes not only for challenging performance of the students. Time management practices show the

way not only to a high level of academic performance, but to good physical condition and lower levels

of stress. The foremost purpose of the present study was educational competency, using time managing

techniques, test pressure, and test proficiency (Faisal, Miqdadi, Abdulla & Mohammad, 2014). Academic

competence scores were established to some extent improved in the current sample indicating that

students found course material/content encouraging and enjoying their classes.

2.2 Dimensions of Time Management: The effectual utilizing of time and managing time requires

procedures and good quality planning behaviors. One can make use of time effectively and competently

by keeping time logs, setting immediate and long- standing goals, prioritizing responsibilities,

constructing to-do lists and arrangement, and organize one’s workspace, as studies of earlier period and
18
plentiful how-to books proposed (Sabelis, 2001). Time saving techniques and behaviors can be

categorized into numerous groups and be liable to contribute to a number of fundamental qualities in

general. There are three surfaces of time management behaviors: short-range planning, long- range

planning and time attitudes (Laurie & Hellsten, 2002). Short-range planning is the capability to set out

and systematize responsibilities in the short period of time. Long-range planning competence is to handle

everyday jobs over a longer time perspective by keeping follow of significant dates and setting objectives

by putting adjournment (Alay & Koçak, 2003).

A. Long Range Planning Long-range planning means to have long-range objectives and having

disciplined routines. Various researchers named it as having perception of a preference for organization

and it is comparable to long range planning. To acquire a summary on the everyday jobs that necessitate

to be executed, time limits and priorities which increases the perception of having control over time so,

in the long run, planning enables one to deal with all activities (Kelly, 2004). It directs to have less

perception of control over time because it may be tackling to be familiar with how much effort requires

to be completed within hours, days or weeks; it may even be the immediately measurable effect of

planning. This gives the impression to indicate that time management practices accomplish to have an

influence on educational achievement, but that’s not all they affect (Brigitte et al., 2005). It was also

found that the students had advanced overall academic achievements who accounted using goaloriented

time management practices.

B. Short Range Planning Short-range planning was defined as time management activities

surrounded by daily or weekly time structure and cover the activities such as setting objectives at the

commencement of the day, planning and prioritizing daily behaviors and creation work contents (Yilmaz

19
et al., 2006). Numerous studies invented that short-range planning behavior, forecasting of time in the

short run, surrounded by the time enclose of a week or less, established a constructive relationship to

grade point average. Short range planning in interface with accomplishment determined was

optimistically associated to dealing performance as well (Noftle et al., 2007). Likewise, most of the

studies that control for the student time do so by determining total time committed to the course, a

variable normally found to be unimportant. Academic achievement means the educational objective that

is accomplished by a student, teacher or institution realize over a definite short period (Lisa & Robert,

2008). In a different research finding it has been demonstrated that there exists a positive significant

relation between students’ grade point averages and the time attitudes and the short-range planning.

C. Time Attitude Time management demands a key shift in emphasis: concentrate on results,

not on being busy. There are a lot of cases with people who waste their lives in discolored doings and

attain very small since they are placing their labors into the incorrect responsibilities or weakening to

focus their activity successfully, established that two time management workings directly affect the

collective academic achievements (Mercanlioglu, 2010). The perception of how their time requires to be

used up or planning including utilizing short and long period goals and time attitudes or students

accomplished that both planning and encouraging time attitudes initiated that they had much more time

to finish their everyday jobs because they experiences more in control of how their time

EXPLANATION

Time management is all about managing your time and your academics. Time management should be

apply in every person, time management is also how will you organize your time in different times, and

having time management gement in you can make you successful. There are different types of time

20
management depends on different scenarios like how will you utilize your time, prioritizing your task,

planning your future task, and other kinds on how will you approach to manage your time. There are

three surfaces of time management the short range planning, long range planning, and time attitude.

The first one is short range planning this surface indicates finishing your task should be done quick as

possible, and accomplishing your academics for greater result and managing your time in academics

and being a varsity player in a short matter of time. The second is the long range planning in this kind

of planning Your managing your time for the future, and what will be your process to aim your goal in

the future. For example your focusing on your academics but you want to be an athlete so you will plan

for your future on how you will become an athlete. And last is the time attitude it aims that you need to

be positive and focused on your task to become successful and not get distracted to any unnecessary

things. In theses three surfaces of time management you can manage your time wisely on your

academics and being a varsity player, you just need to concentrate and focused on your plan and your

will be successful by managing your time.

21
ANALYSIS

VENN DIAGRAM
A

Different types of
amount of time in
everyday of student life

Both talks
Similar in short about on
range and how to
everyday life monitor time

All talks about Time

management
3 Surfaces of
Time Setting life
management goals and
keeping time B
logs were
To know if important
there is a techniques on
progress in managing
disciplining technique.
your time

Figure 2

22
Explanation: This Venn Diagram represents how these 3 literature connect with each other and how

time can be monitored, planned, and organized.

CHAPTER 3: METHODOLOGY

This chapter involves the methods for the research of our study. We will explain how we gathered

necessary data and information, our sources of data, and the pa

3.1 RESEARCH DESIGN

This study uses descriptive research design and experimental research design to gather information about

how varsities manage their time if they struggle on their schedule between their activities in sports and

academics if they can still manage their time even they are a varsity, it will give us information about the

JHS students on how many percent of those varsity players had a problem on managing their time.

3.2 SAMPLING TECHNIQUE

We researchers gather data from JHS varsity player, we provide a questionnaire for them to answer that

can gave us information about our research., we prepare 5 questions that needed to answer by YES or

NO

23
3.3 PARTICIPANTS OF THE STUDY

Based on our survey There are Twenty nine varsity(29) players in the JHS Department that answer our

questionnaire. 53.11% percent of the participants has answer YES overall and 46.89% of them answer

NO overall

3.4 SOURCES OF DATA

The varsity players from JHS Department will be the sources of data. To gather sources the participants

need to answer our prepared questionnaire about time management between sports and academics, and

will give us result to inform us about the study

3.5 DATA GATHERING PROCEDURE

Data will be collected by giving the varsity players. Their answer in the survey that talks if they can

manage their time in academics and their sports.

24
3.6 RESEARCH INSTRUMENT

We Questions Yes No

1. Will being a varsity affects

3 26
your time to your family?

2. Can you manage your time

24 5
properly?

3. Do you have time to study

21 8
your lessons after your training?

4. Do you arrive late in school?

6 23

5. Is it manageable to do sports
23 6
and academics at the same time?

conduct a survey about how varsity manage their time between academics and sports, the following table

shows the result:

25
Table 1-Result of our survey

Percentage per question

Q1 Yes - 10.34% No - 89.65%

Q2 Yes - 82.76% No - 17.24%

Q3 Yes - 72.41% No - 27.59%

Q4 Yes - 20.69% No - 79.31%

Q5 Yes - 79.31% No - 20.69%

Average answer of YES

53.11%

26
Average of NO

46.89%

3.7 STATISTICAL TREATMENT

The result of the data we gathered will be the proof of our study, the gathered data will separate from the

answer of yes or no and the data will be computed to get the result of percents from every questions and

get the information we needed four our research,

27