Thesis Whole - Docx Edited - Docx Bobs 1

UNIVERSITY OF MAKATI
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CENTER OF HUMAN KINESTHETICS
CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
Introduction
As described by the NCAA (2013), “under their Principle of
Amateurism”, a student-athlete is an individual who is an amateur competing
in an intercollegiate sport primarily due to educational motivations as well as
their expected physical, mental, and social benefits from participation to
sports. As stated, a student-athlete is primarily attending a university or
college for furthering their education and ultimately obtaining a degree.
However, a stigma exists that most student-athletes are only in school to play
their respective sports. While this may be true for some student-athletes,
evidence suggests that most of them are just as good if not better students
than their counterparts. Gaston-Gayles (2005) acknowledged that in 2002,
the NCAA was graduating student-athletes at an all-time high of 60% while
the non-student-athletes were graduating at a rate of 58%. The study was
conducted in order to find factors that impact grade point average (GPA).
Indicators such as ACT scores, ethnicity, and motivation were tested to
explain differences in GPA among student-athletes.
Engagement in a sports activity can promote balanced physical fitness
but also it can have an impact on the cognitive skills and student academic
performance, some of the important components in improving academic

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behavior and even attitude can be affected of these activities. Its possibly
provide either positive or negative effect on the student-athletes.
In this study UMak (University of Makati) student-athletes physical fitness
levels were compared to their academic performance (for the first semester of
this year 2017) base on the idea that physical fitness has an impact on the
ability of the student-athlete to their academic performance.
Objective
The main objective of this study is to observe academic performance
and physical fitness level of the University of Makati Student-athletes. This
research aims to motivate students to change their physical habits as well as
their academic performance. To improve their academic knowledge, they
must be oriented to be a student and being an athlete at the same time. The
main goal is to help student-athletes to the become more focus on their study
not just in playing their sports.
Statement of the problem
The main purpose of this study is to observe the academic
performance and fitness level among the University of Makati student-
athletes. Particularly it will answer the following question
1. What is the level of Physical fitness of UMak student-athlete when the
group in terms of:
1.1 Muscular strength

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1.2 Muscular endurance
1.3 Cardiovascular Endurance
2. What is the academic performance of the respondents when group
according to
2.1 Gender
2.2 Events
3. What is Academic performance of the respondent student-athletes by
events?
4. Is there a correlation between academic performance and the fitness test
result.
4.1 Muscular Strength 4.3 Cardiovascular Endurance
4.2 Muscular Endurance
Null Hypothesis
There is no significant relationship between physical fitness level and
academic performance levels of University of Makati (UMak) student-athletes
enrolled in the first semester of the classes S.Y. 2017-2018. as measured by
student-athletes class performance records as well as their Physical Fitness
Test.
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There is no statistically significant conflict on the level of fitness and
academic performance of student-athlete, as revealed by the result of pre-test
and post-test with their respective academic record and fitness record.
Theoretical Framework
In exploring and researching the topic of the ongoing research, there
has been one continuous thread that is underlying the theoretical framework
for the study being undertaken by the researcher. Pica (2004) and Grissom
(2005) proposed that increasing physical activity levels and improving the
personal fitness of adolescents leads to better academic achievement.
Another crucial element being considered by researchers and part of
the theoretical framework of the study was the link between physical fitness
levels and academic performance. Student-athlete is being asked to increase
their academic performance in the classroom and teachers are seeking ways
to help them achieve it as well.
The researchers observed the academic performance of the student-
athletes inside the classroom. The student-athlete perform very well that’s
why the ratings are still competent. Based on this theoretical framework, the
researcher will investigate the differences in academic performance levels of
physically fit and physically unfit.
The theoretical framework for this study revolves around the rationale
that a UMak Student-Athletes fitness level is not only a determinant of
academe performance student-athlete. The relationship between physical

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fitness and academic performance has received much attention owing to the
increasing prevalence of student-athletes who are overweight and unfit, as
well as the inescapable pressure on schools to produce students who meet
academic standards. This study examinee all active UMak student-athletes in
the1st semester S.Y. 2017-2018.
To Updyke and Johnson (1981) Physical Education as the term is
understood in Amherst College, is the cultivation of the powers and
capabilities of the student that will enable him to maintain his bodily condition
in the best working order, while providing at the same time for greater
efficiency of his intellectual and spiritual life. Also defines that Physical
Education`s basic purpose is to improve the mass of our students and to give
them as much health, strength and stamina as possible to enable them to
perform the duties that await them after leaving college. It is an accumulation
of wholesome experiences through participation in large muscle activities that
promote optimum growth and development. It relates also to a variety of
knowledge and understanding about physical experiences that enable the
individual to formulate social aesthetic judgments of inestimable value in a
democratic society.
Physical education is an integral part of the total education process, is
a field of endeavor which has its aim the development of physical and socially
fit citizens through the mediums of physical activities which have been
selected with a view to realizing these outcomes.

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This study is anchored on the theory of Dauer (1985) who gave the
following convictions that are of value to the functional programs of physical
education:
The first belief is that the learning environment involving teaching, the
learner, the activity will suggest the most appropriate methods of approach to
attain the suggested outcomes. At times, experiences can be presented with
a structure and directed approach, while other time`s basic movements
methodology will offer better results. Teachers differ in aptitude, personality,
and background. To ask a teacher to restrict his effort to one type of
methodology is not sound. On the other hand, the teacher must become
familiar with the basic movements techniques, as these widen and broaden
the learning potentials of the material. Problem-solving exploratory and
creative approaches enhance and enrich the movements and experiences of
the children.
A second conviction is that physical fitness value for children come primarily
from a program which is planned and administered with that end view.
The attainment and maintenance of suitable levels of physical fitness
are neither happenstance nor casual. The child must be placed in a program
in which his development and maintenance of fitness are regarded as
important goals. Cautions must be observed so that emphasis in fitness does
not become the dominant or overriding consideration.

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This study also premised on the theory of John Lock that gives great
importance to the value of experience and environment of learning. According
to him, physical education/fitness activities for the hardening of the body, the
building of resistance and vitality, games and sports for recreation as a
means of relief should be provided to the children.
The concept of Physical Fitness. Hockery (1977) Physical fitness is
quite difficult to define. For one thing, it is an individual matter, and such as
little meaning except in relation to the specific needs of an individual who
must decide on the quantity of fitness he needs. To meet this conceptual
difficulty, it has been suggested that physical fitness is considered on the
continuum ranging from very low to maximum level of fitness. Thus, for
instance, a person who is able to meet the demands of each day with
difficulty and who suffers from fatigue and lack of energy would be located
toward the lower end of the continuum.
Hockery (1977) The first impression one gets of the term “physical fitness “is
that mere of muscular well-being. While this is undoubtedly true that healthy
and strong muscles are significant aspects of physical fitness, these are not
its whole essence. Physical fitness includes all the things that makes boys
and girls physically sound: strength, stamina, speed and general coordination
of all body faculties such that the individual is a picture of bodily health and
storehouse of all the elements that enable him to do the task and routinary
activities to meet the emergencies that go with daily living.

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Background of the study
The University of Makati produce competent athletes that compete in
different events, it also provides the needs of the student-Athletes, recognized
the implemented Magna Carta of student-athlete and existing policies for
student-athletes programs. Sports programs have been an integral part of all
schools. They support the academics of the school and therefore faster
success in life. These programs are educational and help produce productive
citizenship, they help students to experience and build skills that may help
them in the future. Like interpersonal and time management.
Education may kindle the light of knowledge, but sports help to
maintain proper physique. Sports are also an important means of
entertainment and a use for energy after long hours of study. Sports can
increase student performance not only in the classroom but also in their life. It
has been known a proven fact that participation in school sports encourages
better moods and self-esteem. But on the other hand, sports enthusiast
students failed to balance their study and sports activities that resulting low
grades.
Significance of the Study
Researchers were seeking to corroborate the findings of past
researchers and contribute to the body of research currently being offered in
the study of the possible positive link between physical fitness level and
academic performance levels of University of Makati (UMak) student-athletes.

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Implications for social changes would be that the research could encourage
ADC director, Coaches and student-athletes to understand the importance of
proper behavior and balance physical fitness level and academic
performance.
Society- student-athlete will become a role model to others and become an
inspiration to every other youth that is visualizing themselves like them. In
addition, promoting student-athlete belongingness to society to be a part of
growing community of sports.
School administrator – the reputation of the university will become stronger
because of that student-athlete who brings pride to the school. School
administration may also improve the quality of learning of the students by
engaging each of every student to have a participation in sports in their
physical education subject.
ADC director- it will provide awareness on the standing of student-athletes in
regard to his/her academic and sports performance if he /she can both excel
in it. And, it will become a guide to monitor and properly evaluated the
student-athlete.
Coaches - This can help them to develop innovative and effective methods
for improving the physical and mental characteristic of student-athlete. Thus it
will enable them to identify the strength & weaknesses of the student athlete
in terms of academic.
Student-Athlete –the result of this study will make students more aware of
the importance of physical fitness which will enhance academic performance

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and make them strive more to improve their skills in sports and also this may
help them to become a better individual that are responsible and have a goal
in life.
Scope and limitations
The study is concerned with the relationship between fitness level and
academic performance of student-athletes in the University of Makati for first-
semester S.Y 2017-2018.
The respondents are student-athlete of the said university. The respondents
represent the 100% of the total population of UMak Student-athletes. The
study is limited only to the fitness level of UMak student-athletes such as
muscular strength, muscular endurance and cardiovascular. Other physical
activities are not concerned about the study.
Definition of Terms
For a clearer understanding of the study, the following words which are
often mentioned are hereby defined.
ADC- this refers to the athletic development center of the University of
Makati.
Academic Performance – refers to the level of schooling you have
successfully completed and the ability to attain success in your studies.
BMI – (Body Mass Index) refers to a measure of body fat based on
your weight in relation to your height

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Cardiovascular- this refers to the ability of an individual to perform
maximum performance for a short period of time.
Coach – is a person involved in the direction, instruction and training
of the operations of a sports team or of individual sportspeople.
Muscular Endurance - refers to the ability of a muscle or group of
muscles to repeatedly exert force against resistance.
Muscular Strength - refers to the amount of force a muscle can
produce in a single effort.
NCAA- (National Collegiate Athletic Association) refers to a member-
led organization dedicated to providing a pathway to opportunity for college
athletes.
PFT – (Physical Fitness Test) refers to a test designed to measure
physical strength, agility, and endurance of student-athlete.
Sports Officials – refers to a person who acts in sports contest for
settlement and decision, or an opinion of particular sports.
Student-Athlete – refers to a participant in an organized competitive
sport sponsored by the educational institution.

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CHAPTER 2
REVIEW OF THE LITERATURE
Introduction
This chapter provides an overview of previous research on academic
performance and physical fitness among University of Makati Student-
athletes. It introduces the framework for the study that comprises the main
focus of the research described in this thesis. This study was based on
previously published research and online resources to explore the hypothesis
that there was a correlation between academic performance and physical
fitness. Previous researches Dr. Dick Telford, of the Australian National
University and colleagues, was published in a recent issue of the journal
Pediatric Exercise Science, he said that “a school that has, on average, high
fitness levels will have, on average, higher literacy and numeracy levels,"
says Telford.
Foreign literature
During the process of this literature review, the researchers chose a
topic that may help to identify the significant role of fitness level to the
academic achievement among Student-Athlete of the University of Makati. A
study conducted by physiologist Dr. Dick Telford, of the Australian National

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University and colleagues, was published in a recent issue of the journal
Pediatric Exercise Science, he said that “a school that has, on average, high
fitness levels will have, on average, higher literacy and numeracy levels,"
says Telford. Previous research in animals and humans has suggested
greater fitness and physical activity leads to changes in the brain activity and
better performance in cognitive tests and concentration. He also added that
“It took scientists by surprise to a certain degree that there was a consistent
relationship, " running test and body fat percentage of each child.
This was then compared to the children’s' academic performance in the
National Assessment Program - Literacy and Numeracy (NAPLAN) test. The
study found a relationship between academic performance and the fitness of
the child, confirming findings from other studies. But, uniquely, this study
found that the relationship between fitness and academic performance was
particularly strong at the school level. Telford says while fitness may affect
performance through physiological changes, the findings show there is also a
parallel effect of school culture on academic performance.
"Our results certainly show there's a relationship between physical activity
and fitness and the academic performance," says Telford. "But because it's
stronger at the school level, I'm saying a major reason for this is a cultural
effect at the school."
Physical fitness in childhood and adolescence is beneficial for both
physical and mental health throughout life. However, a growing body of
evidence suggests that it may also play a key role in brain health and
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academic performance. In a new study scheduled for publication in the
Journal of Pediatrics, researchers studied the independent and combined
influence of components of physical fitness on academic performance.
Cardiorespiratory capacity, muscular strength, and motor ability are
components of physical fitness that have documented potential to improve
health, each of which may have different effects on the brain and, therefore,
academic performance. According to Irene Esteban-Cornejo, MSc,
Autonomous University of Madrid, "Because these physical fitness
components are highly associated with each other, it is important to
differentiate which physical fitness components are important in relation to
academic performance."
The study sample included 2,038 Spanish children and adolescents (6-
18 years of age) with complete data on physical fitness, body composition,
and academic performance. Esteban-Cornejo and the UP & DOWN Study
Group members found that cardiorespiratory capacity and motor ability, both
independently and combined, were related to academic performance.
However, the association of academic performance and physical fitness was
stronger for motor ability than cardiorespiratory capacity, meaning that motor
ability may be more important for academic performance. In contrast, children
and adolescents who had both lower levels of cardiorespiratory capacity and
motor ability had lower grades. Muscular strength was not independently
associated with academic performance.

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Although the combined components of physical fitness can influence
academic performance, this study suggests that cardiorespiratory capacity
and, to a greater extent, motor ability, may be greater influences. Notes
Esteban-Cornejo, "Having high levels of cardiorespiratory and motor fitness
may, to some extent, reduce the risk of school failure." Efforts should be
made to promote physical activities for children and adolescents that involve
aerobic exercises and motor tasks to enhance cardiorespiratory capacity and
motor ability, thereby improving academic development.
How physical exercise helps to get students intellectually fit
To prep for high-school life, incoming Grade 9 students paid an early visit to
Midland Secondary on Thursday. They found where their lockers will be, were
given their timetables and memorized their wireless passwords.
They also received a short session on the importance of exercise. But
intellectual – not physical – fitness was the theme. They learned that classes
at this 100-year-old school in Georgian Bay's cottage country don't just mean
sitting at a desk. Here, studying everything from history to calculus also
includes soccer in the hallway, ultimate Frisbee in the yard, even "swimming"
across the floor – some of the brief workouts known as Spark breaks. (Erin
Anderssen)
Classes last 75 minutes, but "I really find it hard to sit for 10 minutes, to be
honest," admits Walker Hunter, a Grade 10 student who was helping to
demonstrate floor swimming and other activities at the orientation. During a

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fitness break, he says, "you get refreshed, but you're still in work mode, and
you can start up again. It gives me time to get out and refocus."
With that worry back in the news this week when Ontario's elementary
math scores took a dip, neuroscience offers this subversive solution: Cut
math class to dance – or walk, skip, play catch … the theory being that
whatever gets the heart pumping will get the brain humming as well.
"If you want to raise test scores, we have documented evidence – big-
time evidence – that the key is to include fitness-based activity in the day,"
insists John Ratey, a psychiatrist at Harvard Medical School and a lead
researcher in the area. "There's no question about it." It's well understood
that exercise promotes overall health. But in the past few years,
neuroscientists have made significant strides in quantifying its brain-boosting
powers at all stages of life.
One recent study suggested that exercise is an important safeguard
against Alzheimer's disease. For young minds, the benefits to academic
performance and attention are also convincing: Not only do children with
higher levels of fitness have a more developed brain structure and perform
better on cognitive tests, embedding exercise – even short spells of moderate
activity – into classroom time improves focus, retention and test scores.
Last June 2015, researchers at the University of Illinois reported that children
who are more fit have better white matter tracts (which affect learning) in their
brains, building on earlier work in which they also found higher levels of
development in areas of the brain that support critical thinking and memory.
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Theory also applies to college
In June, researchers at Dartmouth College reported that even less
aerobic exercise – 12 minutes – increased attention scores for college
students. But the improvement was so significant for low-income students that
it essentially eliminated the pre-test performance gap with higher-income
peers.
The findings, suggests Michelle Tine, co-author of the report, support
the notion of having multiple activity sessions interspersed with class time. "It
is particularly exciting," she says, "because quick bouts of exercise are pretty
feasible to implement, from both cost and time perspectives." Adding more
exercise into the school day should be obvious, says Mark Tremblay, an
obesity researcher at the Children's Hospital of Eastern Ontario in Ottawa.
"Sitting idle for long periods of time is a biologically bad idea," says Prof.
Tremblay, who also teaches pediatrics at the University of Ottawa. "You are
designed to move, and you should pay attention to that, not repress it."
Numerous studies show children across the world are becoming less fit, the
result is a spike in obesity, diabetes and other related diseases.
That's why schools across the U.S., such as Lincoln Elementary in Redondo
Beach, California, have instituted programs like the "walking school bus," in
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which kids carry a large cardboard cutout of a school bus and join other kids
along the way.
Parents see it as a way to get the kids exercising in the morning, while
kids see it as a way to have fun and talk to their friends on the way to school.
Experts say parents and schools must find ways to keep kids active, even if
they are participating in interactive exercise programs, like the WII Fit jogging
program.
The World Health Organization recommends that children between the
ages of five and 17 should do at least 60 minutes of moderate to vigorous
physical activity each day. A study by the U.S. Centers for Disease Control
shows that most American children are physically unfit.
Yet studies on children and exercise show that fitness contributes to more
than good physical health.
Researchers at the U.S. Institute of Medicine looked at children's exercise
programs and found they actually help students academically. University of
Texas epidemiology professor Harold Kohl led the study.
"The evidence is really emerging in the last five or six years," he said. "Both
cognitive studies, brain imaging studies and other [studies] show the acute
effects that a bout or two of physical activity has on blood profusion in the
brain — in the centers that really help children learn to recall things faster and
think faster."
Kohl says that overall, physically active kids are more likely to achieve their
full academic potential compared to children who are not physically active.
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Another study from the University of Illinois shows similar results, according to
Community Health Professor Charles Hillman.
"We find that following a bout of walking, children have higher academic
achievement scores in reading and mathematics," he said.
Hillman says children in his study who had regular physical activity improved
academically, but he also says when teachers build physical activity into the
classroom or get children to exercise before class, they are then at their peak
for learning.
Evidence suggests that increasing physical activity and physical fitness
may improve academic performance and that time in the school day
dedicated to recess, physical education class, and physical activity in the
classroom may also facilitate academic performance.
Available evidence suggests that mathematics and reading are the
academic topics that are most influenced by physical activity. These topics
depend on efficient and effective executive function, which has been linked to
physical activity and physical fitness.
Executive function and brain health underlie academic performance.
Basic cognitive functions related to attention and memory facilitate learning,
and these functions are enhanced by physical activity and higher aerobic
fitness.
Single sessions of and long-term participation in physical activity
improve cognitive performance and brain health. Children who participate in
vigorous- or moderate-intensity physical activity benefit the most.

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Given the importance of time on task to learning, students should be
provided with frequent physical activity breaks that are developmentally
appropriate.
Although presently understudied, physically active lessons offered in
the classroom may increase time on task and attention to task in the
classroom setting
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CHAPTER 3
METHOD AND PROCEDURE
Introduction
This chapter presents the method of research design that will be used,
the setting of the study, the description of the respondent, Instrument used in
data gathering, and the statistical treatment of the data in order to answer the
problem of the study.
Research Design
The proposed study will employ the descriptive-correlational approach
in determining the relationship of the level of physical fitness of the student-
athletes of University of Makati with their respective academic performance.
This approach is defined by Thomas, Silverman and Nelson (2015) as the
determination of how one variable moves in relation to another variable
without assigning causation on the relationship. This design is compatible
with the research objectives as the proposed study only seeks to determine
the relationship between the level of physical fitness and academic
performance of the participants, not how physical fitness affect academic
performance.
Background of the study

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This study aimed to identify the possible effect of fitness test result to
the academic performance of the University of Makati student-athletes. Since
most of the time none-athletes students think that student-athletes are not
capable on the studies as them.
Specifically, this study sought findings of correlation between;
Muscular Strength and General Weight Average
Muscular Endurance and General Weight Average
Cardiovascular Endurance and General Weight Average
Population and Sampling Technique
Purposive of the study will be used in selection of number of
respondent that are student-athletes, these students participate in various
individual and team sports such as athletics, badminton, chess, lacrosse,
sepak takraw and volleyball sanctioned by the university participated by the
students and the number of students per sports event. The main goal of the
purposive sampling is to focus the interest of the student athlete of university
of Makati which is to answer the question of the researcher
Description of Respondents
The respondents of this study are the student – athletes in University
of Makati. Specifically, in the events like Athletics, Badminton, Chess,
Lacrosse, Sepak Takraw and Volleyball. Out of almost Three Hundred (300)
certified students- athletes of the said University, the research is conducted to

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only Forty-Four (44) female students – athletes and Seventy-Eight (78) male
students – athletes.
Research Instrument
Data will be gathered through physical assessment for the variable
Physical Fitness and the General Weighted Average of student athletes in the
last semester of the current academic year S.Y 2017- 2018 for the variable
Academic Performance. For the Physical Fitness, Cardio-Vascular, Muscular
Endurance and Muscular Strength will be measured. Muscular strength will
be measured by Seven Stage Abdominal. The length with which the
participant was able to do the exercise will be recorded. As for the muscular
endurance, the Participants will perform push-up. The performance of
students will likewise be recorded. Lastly, for the cardio-vascular endurance,
the participants will perform Pacer-Test.
A recorder and an independent observer will facilitate the assessment.
The rationale for having an independent recorder is to ensure that the
assessment is performed properly and also to avoid potential bias from the
recorder.
Data Gathering Procedure

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To gather the information of the respondents and to be able to answer
the problem of the study, the researchers went to the Athletic Development
Center (ADC) to get the approval of the copy of the student-athletes
information regarding the Fitness Test and General Weight Average (GWA).
Statistical Treatment
After the Fitness test and General Weight Average was gathered and
collected, we summarized and tallied in tables, the percentage was computed
to determine which among cause of the problem.
To determine the percentage distribution, the number of information are
divided by the number of the respondents and the resulting quotient was
multiplied by 100. And to correlate the academic performance and fitness
level of the respondent student-athletes.
Formula:
x
P= x 100%
N
Where:
P= Percentage of the respondent
X= Number of the respondents
N= Total number of the respondents\
Formula:
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Where:
pearson r correlation
r = Pearson r correlation coefficient
N = number of observations
∑xy = sum of the products of paired scores
∑x = sum of x scores
∑y = sum of y scores
∑x2= sum of squared x scores
∑y2= sum of squared y scores

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Chapter 4
PRESENTATION, ANALYSIS AND INTERPRETAION OF DATA
In this chapter, the data gathered from the participating student-
athletes of University of Makati were presented and analyzed in relation to the
research objectives. This chapter discusses the results of the Athletic records
through (ADC) Athletic Development Center which were responded One
hundred twenty-two 122. Before the initiation of the research study, the
significance, rationale, and purpose of the study were provided among
respondents.
Furthermore, the respondents and the said center are given the
assurance that all the data they will give are used for the purpose of the
research and their identities of the respondents will be confidential. This study
also entails a detailed account of the demographic profile of the respondents.
The objective of this study is to analyze the Fitness level of student-athletes
and its relationship to their Academics performance in the First Semester of
School year 2017-2018.

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Problem 1. What is the academic performance of the respondents when

group according to the:
1.1 Gender
Table 1
Frequency and Percent Distribution of the

Respondent Student- Athletes
According to the Gender
Gender Frequency Percentage
Male 78 63.9%
Female 44 36.1%
TOTAL 122 100%
Presented in Table 2 are the frequency and percent of distribution of
the respondent athlete according to gender. The table revealed the distinct
numbers of participants when group to male and female category. More than
half of the respondent athletes were male with seventy-eight 78 or 63.9%

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while the remaining respondent athletes were female with forty-four 44 or
36.1%. However, for the analysis of this. The author believed that the result
will not be altered or affected even the male respondent athletes were
dominant in numbers.
1.2 Sports Event

Table 2
Frequency and Percent Distribution of the Respondent

Student- Athletes According to the
Sports Event
Sports Event Frequency Percentage
Volleyball Women 19 15.6 %
Volleyball Men 29 23.7 %
Badminton 12 9.8 %
Athletics 30 24.5 %
Lacrosse 14 11.4 %
Sepak Takraw 12 9.8 %
Chess 6 4.9 %
TOTAL 122 100 %
Table 1 shows the frequency and the percent distribution of the
respondent student-athletes by sport event. Out of 122 respondents, there

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were nineteen 19 or 15.6% respondent from Volley ball women sport event
participated in this study. Twenty-nine 29 or 23.7% student-athlete
respondents from Volley ball men, twelve 12 or 9.8% from Badminton team,
thirty 30 or 24.5% from Athletics team, fourteen 14 or 11.4% student-athlete
respondents from Lacrosse, twelve 12 or 9.8% respondent athletes from
Sepak takraw, team and six 6 or 4.9% from Chess sports event.
Problem 2. What is the level of Physical fitness of UMak student-athlete

when group in terms of:
2.1 Muscular strength (7 Stage Abdomen)
Table 3

Student-Athletes According to the
Muscular strength
Muscular strength Frequency Percentage
Excellent 19 15.5%
Very-Good 27 22.1%
Good 13 10.6%
Average 7 5.7%
Fair 24 19.6%
Poor 9 7.5%
Very-Poor 23 18.8%
TOTAL 122 100%

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respondent student-athletes by physical fitness test on muscular strength. Out
of 122 respondents, there were nineteen (19) or 15.5% respondents get
excellent result on 7 stage abdomen. Twenty-seven (27) or 22.1% student-
athlete respondents get very-good, thirteen (13) or 10.6% get good, seven (7)
or 5.7% are the average, twenty-four (24) 19.6% are fair, nine (9) 7.5%
student-athlete respondents get poor test result and twenty-three (23) or
18.8% gets the very poor test result
Problem 2. What is the level of Physical fitness of UMak student-athlete

2.2 Muscular Endurance (Push Up)
Table 4

Muscular Endurance
Muscular Endurance Frequency Percentage
Excellent 0 0
Good 2 1.6%
Above Average 5 4.0%
Average 34 27.8%
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Below Average 22 18.0%
Poor 46 37.7%
Very-Poor 13 10.6%
TOTAL 122 100%
respondent student-athletes by physical fitness test on muscular endurance.
Out of 122 respondents, there were zero (0) or 0.0% respondents failed to get
the excellent result on Push up. Two (2) or 1.6% student-athlete respondents
get good, five (5) or 4.0% get the above average, thirty-four (34) or 27.8% are
the average, twenty-two (22) 18.0% are below average, forty-six (46) 37.7%
student-athlete respondents get poor test result and thirteen (13) or 10.6%
gets the very poor test result.
Problem 2. What is the level of Physical fitness of UMak student-athletes

2.3 Cardiovascular Endurance (Pacer test)
Table 5

Cardiovascular Endurance
Cardiovascular Frequency Percentage

Endurance
32
Passed 85 69.6%
Failed 16 13.1%
Not Applicable 21 17.2%
TOTAL 122 100%
respondent student-athletes by physical fitness test on cardiovascular
endurance. Out of one hundred twenty-two (122) respondents, there were
eighty-five (85) or 69.9% respondents passed the cardiovascular endurance
by pacer test. Sixteen (16) or 13.1% student-athlete respondents failed the
test, and twenty-one (21) or 17.2% respondents are not applicable.
Problem 3. What is Academic performance of the respondent student-

athletes by events?
3.1 General Weight Average (GWA)
Table 6
Frequency and Percent Distribution of the Respondent Student-

Athletes According to the General Weight Average (GWA)
of One hundred twenty-two (122)
Student-athletes
Rating Frequency Percentage
1.0 – 1.5 9 7.3%

33
1.6 – 1.9 61 50.0%
2.0 – 2.4 45 36.8%
2.5 – 2.9 7 5.7%
3.0 – 5.0 0 0%
TOTAL 122 100%
Table 6 shows the frequency and the percentage distribution of
the respondent student-athletes according to the general weight average
(GWA). Out of one hundred twenty-two (122) respondents, only nine (9) or
7.3% of the respondents got 1.0-1.5 GWA, sixty-one (61) or 50.0% of them
got 1.6-1.9 GWA, forty-five (45) or 36.8 % of them got 2.0 – 2.4 GWA and
seven (7) or 5.7% of them got 2.5- 2.9 GWA and zero (0) or 0% of the
respondents have a GWA of 3.0-5.0.
Problem 3.What is Academic performance of the respondent student-

athletes by events?
3.1 General Weight Average (GWA) Volleyball Men
Table 7

Volleyball Men
1.0 – 1.5 1 3.4%
1.6 – 1.9 17 58.6%

34
2.0 – 2.4 8 27.5%
2.5 – 2.9 3 10.3%
3.0 – 5.0 0 0%
TOTAL 29 100%
Table 7 shows the Frequency and Percent Distribution of the
Respondent Student- Athletes According to the General Weight
Average (GWA) Volleyball Men. Out of twenty-nine (29) respondents
only one (1) or 3.4% of the respondents got 1.0-1.5 GWA, seventeen
(17) or 58.6% of the respondents got 1.6-1.9 GWA, eight (8) or 27.5%
of the respondents got 2.0-2.4 GWA, three (3) or 10.3% of the
respondents got 2.5-2.9 GWA and zero (0) or 0% of the respondent
got 3.0-5-0 GWA.

athletes by events?
3.1 General Weight Average (GWA) Volleyball Women
Table 8

Volleyball Women
1.0 – 1.5 1 5.2%

35
1.6 – 1.9 10 52.6%
2.0 – 2.4 7 36.8%
2.5 – 2.9 1 5.2%
3.0 – 5.0 0 0%
TOTAL 19 100%
Respondent Student- Athletes According to the General Weight Average
(GWA) Volleyball Women. Out of nineteen (19) respondents, only one (1) or
5.2% of the respondents got 1.0-1.5 GWA, ten (10) or 52.6% of the them got
1.6-1.9 GWA, seven (7) or 36.8% of them got 2.0-2.4 GWA, one (1) or 5.2%
of them got 2.5-2.9 GWA and zero (0) or 0% of them got 3.0-5.0 GWA.

athletes by events?
3.1 General Weight Average (GWA) Badminton
Table 9
Frequency and Percent Distribution of the Respondent Student-Athletes

According to the General Weight Average (GWA)
Badminton
1.0 – 1.5 0 0%
36
1.6 – 1.9 7 58.3%
2.0 – 2.4 5 41.6%
2.5 – 2.9 0 0%
3.0 – 5.0 0 0%
TOTAL 12 100%
(GWA) Badminton. Out of twelve (12) respondents, only zero (0) or 0% of
them got 1.0-1.5 GWA, seven (7) or 58.3% of them got 1.6-1.9 GWA, five (5)
or 41.6% of them got 2.0-2.4 GWA, zero (0) or 0% of them got 2.5-2.9 GWA,
and zero (0) or 0% of them got 3.0-5.0 GWA.

athletes by events?
3.1 General Weight Average (GWA) Athletics
Table 10

Athletics
1.0 – 1.5 1 3.3%

37
1.6 – 1.9 14 46.6%
2.0 – 2.4 14 46.6%
2.5 – 2.9 1 3.3%
3.0 – 5.0 0 0%
TOTAL 30 100%
(GWA) Athletics. Out of thirty (30) respondents, only one (1) or 3.3% of them
got 1.0-1.5 GWA, fourteen (14) or 46.6% of them got 1.6-1.9 GWA, fourteen
(14) or 46.6 of them got 2.0-2.4 GWA, one (1) or 3.3% of them got 2.5-2.9
GWA, and zero (0) or 0% of them got 3.0-5.0 GWA.

athletes by events?
3.1 General Weight Average (GWA) Chess
Table 11

Chess
1.0 – 1.5 3 50%

38
1.6 – 1.9 2 33.3%
2.0 – 2.4 1 16.6%
2.5 – 2.9 0 0%
3.0 – 5.0 0 0%
TOTAL 6 100%
(GWA) Chess. Out of six (6) respondents, only three (3) or 50% of them got
1.0-1.5 GWA, two (2) or 33.3% of them got 1.6-1.9 GWA, one (1) or 16.6% of
them got 2.0-2.4 GWA, zero (0) or 0% of them got 2.5-2.9 GWA, and zero (0)
or 0% of them got 3.0-5.0 GWA.

athletes by events?
3.1 General Weight Average (GWA) Lacrosse
Table 12

Lacrosse

39
1.0 – 1.5 2 14.2%
1.6 – 1.9 7 50.0%
2.0 – 2.4 3 21.4%
2.5 – 2.9 2 14.2%
3.0 – 5.0 0 0%
TOTAL 14 100%
(GWA) Lacrosse. Out of fourteen (14) respondents, only two (2) or 14.2% of
them got 1.0-1.5 GWA, seven (7) or 50% of them got 1.6-1.9 GWA, three (3)
or 21.4% of them got 2.0-2.4 GWA, two (2) or 14.2 % of them got 2.5-2.9

athletes by events?
3.1 General Weight Average (GWA) Sepak Takraw
Table 13

Sepak Takraw
40
1.0 – 1.5 1 8.3%
1.6 – 1.9 4 33.3%
2.0 – 2.4 7 58.3%
2.5 – 2.9 0 0%
3.0 – 5.0 0 0%
TOTAL 12 100%
(GWA) Sepak Takraw. Out of twelve (12) respondents, only one (1) or 8.3%
of them got 1.0-1.5 GWA, four (4) or 33.3% of them got 1.6-1.9 GWA, seven
(7) or 58.3% of them got 2.0-2.4 GWA, zero (0) or 0% of them got 2.5-2.9
Problem 4. Is there a correlation between academic performance and

the fitness test result?
Table 14
Result Details & Calculation of Respondent Student-Athletes

Academic Performance and Fitness test
41
Academic Performance
Meta H.O
Muscular Strength R Value Y Value Numerics
367.714 2514.157 R=0.2782 Accepted
Meta H.O
Muscular R Value Y Value Numerics
Endurance 1827.714 2517.157 R=0.5882 Rejected
Meta H.O
Cardiovascular R Value Y Value Numerics
Endurance 3885.894 2517.157 R=0.1189 Accepted
The value of R is 0.2782. Although technically a positive correlation,
the relationship between your variables is weak (nb. the nearer the value is to
zero, the weaker the relationship).
The value of R2, the coefficient of determination, is 0.0774.
The value of R3 is -0.5882. This is a moderate negative correlation, which
means there is a tendency for high X variable scores to go with low Y variable scores
(and vice versa).
The value of R2, the coefficient of determination, is 0.346
The value of R is 0.1189. Although technically a positive correlation, the
relationship between your variables is weak (nb. the nearer the value is to zero, the
weaker the relationship).

42
The value of R2, the coefficient of determination, is 0.0141
Pearson Product Moment Correlation Coefficient or Pearson r was
utilized to determine if there exists a significant relationship between the
fitness test result of the respondent student-athlete and their academic
performance.
Furthermore, the study used the software statistical package for social
sciences (SPSS) for windows to handle the statistical computations. This
software is a powerful tool programmed to lessen the task of manual
computation. It automatically executes mathematical formulas related to the
chosen statistical test to a given set of data. It then displays the tabulated
result which will serve as the basis as whether to accept or reject the null
hypothesis of the study. Thus, the study is limited to the output of the software
thereby not including the details of computation.
Chapter 5
SUMMARY, CONCLUSION, AND RECOMMENDATION
Summary of findings
1. Profile of the respondents

43
Most of the student-athletes in the University of Makati, Makati City are
currently active athletes are male with the percent of sixty-three and nine
(63.9%) and only thirty-six and one percent (36.1%) are female. Majority of
them or twenty-four and five-percent (24.5%) are from the event of athletics
and four and nine percent (4.9%) from chess which is the lowest percent
among athletes.
The researchers found out from the study that fifty percent (50%) of the
student-athletes gets the General Weighted Average (GWA) of 1.6-1.9 with
the University rating of very-satisfactory, thirty-six and eight percent (36.8%)
got the General Weighted Average of 2.0-2.4 with the University rating of
satisfactory and seven and three percent (7.3%) got the General Weighted
Average of 1.0-1.5 with the University rating of outstanding. This finding
implies that being an Student- Athlete is not a hindrance on their studies.
2. Physical Fitness of the Student-Athletes
Most of the student-athletes of the University of Makati (UMak) are from
athletics with the number of thirty (30) athletes or 24.5%, followed by
volleyball men with the number of athletes of twenty-nine or 23.7% and the
lesser number of the athletes is from chess with the number of six (6) or
4.9%. it was also discovered from this study that 22.1% of the student-
athletes are Very-good and 19.6% are Fair in Muscular strength, 27.8% are
Average and 37.7% are the Poor rated in Muscular endurance, and 69.6%
44
Passed the pacer test for Cardiovascular endurance and only 13.1% Failed
the pacer test.
The researcher found out that most of the student-athletes both male and
female are able to Pass their fitness test.
3. The correlation between Muscular Strength and Academics Performance is
weak, although technically a Positive Correlation. The correlation between
Muscular Endurance and Academics Performance is Moderate Negative
Correlation, which means there is a tendency for high x variable scores to go
with low y variables. And the Correlation of Cardiovascular Endurance and
Academics Performance, although technically a Positive Correlation, the
relationship between Cardiovascular Endurance and Academics Performance
is weak.
Conclusions
Based on the findings of the study the following conclusions were
drawn:
1. The most significant impact in Academic Performance of Student-
Athletes does not compromised their academic performance.
2. The overall rating of the respondents according to their academic
performance and physical fitness is very satisfactory.
3. Find the relationship of academic and physical fitness.
Recommendations
45
In the light of the conclusion the following recommendation of the
researcher:
1. The Athletic Development Center should continue the programs for
student-athletes of University of Makati both College and Senior High School
in balancing the Studies and Athletic activities.
2. The Student-athletes should follow the current rules and regulations of the
Athletics Developments Center (ADC).
3. Student-athlete should continue their focus on the academic and fitness
performance in times of training and school hours.
4. Consideration of teachers to the students to avoid marking up absences.

46
ACADEMIC PERFORMANCE AND FITNESS LEVEL AMONG

UNIVERSITY OF MAKATI UMAK STUDENT-ATHLETES
S.Y 2017-2018
A Study Presented
To the faculty of Center of Human Kinesthetics
University of Makati
In partial Fulfillment
of the Requirements for the Course
Educational Research
By
Armero, Jay-R B.
Flores, Jonathan C.
Galang, Edward O.
Ong, Marilou
March 2018

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UNIVERSITY OF MAKATI

THE PROBLEM AND ITS BACKGROUND

As described by the NCAA (2013), “under their Principle of

Amateurism”, a student-athlete is an individual who is an amateur competing

in an intercollegiate sport primarily due to educational motivations as well as

their expected physical, mental, and social benefits from participation to

sports. As stated, a student-athlete is primarily attending a university or

college for furthering their education and ultimately obtaining a degree.

than their counterparts. Gaston-Gayles (2005) acknowledged that in 2002,

the NCAA was graduating student-athletes at an all-time high of 60% while

the non-student-athletes were graduating at a rate of 58%. The study was

Indicators such as ACT scores, ethnicity, and motivation were tested to

explain differences in GPA among student-athletes.

Engagement in a sports activity can promote balanced physical fitness

performance, some of the important components in improving academic

provide either positive or negative effect on the student-athletes.

In this study UMak (University of Makati) student-athletes physical fitness

ability of the student-athlete to their academic performance.

The main objective of this study is to observe academic performance

and physical fitness level of the University of Makati Student-athletes. This

research aims to motivate students to change their physical habits as well as

their academic performance. To improve their academic knowledge, they

not just in playing their sports.

Statement of the problem

The main purpose of this study is to observe the academic

performance and fitness level among the University of Makati student-

athletes. Particularly it will answer the following question

1. What is the level of Physical fitness of UMak student-athlete when the

group in terms of:

1.1 Muscular strength

1.2 Muscular endurance

1.3 Cardiovascular Endurance

2. What is the academic performance of the respondents when group

3. What is Academic performance of the respondent student-athletes by

4. Is there a correlation between academic performance and the fitness test

4.1 Muscular Strength 4.3 Cardiovascular Endurance

4.2 Muscular Endurance

There is no significant relationship between physical fitness level and

academic performance levels of University of Makati (UMak) student-athletes

enrolled in the first semester of the classes S.Y. 2017-2018. as measured by

student-athletes class performance records as well as their Physical Fitness

There is no statistically significant conflict on the level of fitness and

academic performance of student-athlete, as revealed by the result of pre-test

In exploring and researching the topic of the ongoing research, there

personal fitness of adolescents leads to better academic achievement.

Another crucial element being considered by researchers and part of

levels and academic performance. Student-athlete is being asked to increase

to help them achieve it as well.

The researchers observed the academic performance of the student-

researcher will investigate the differences in academic performance levels of

physically fit and physically unfit.

that a UMak Student-Athletes fitness level is not only a determinant of

academe performance student-athlete. The relationship between physical

increasing prevalence of student-athletes who are overweight and unfit, as

well as the inescapable pressure on schools to produce students who meet

academic standards. This study examinee all active UMak student-athletes in

the1st semester S.Y. 2017-2018.

To Updyke and Johnson (1981) Physical Education as the term is

understood in Amherst College, is the cultivation of the powers and

them as much health, strength and stamina as possible to enable them to

of wholesome experiences through participation in large muscle activities that

promote optimum growth and development. It relates also to a variety of