Republic of the Philippines

Department of Education
Region IV-A CALABARZON
Division of Bacoor
Bacoor National High School
Villa Maria Annex
Molino III, Bacoor City
Tel. no. (046) 477-1337
Email Address: bnhsvillamaria@yahoo.com

THE RELATIONSHIP OF SPORT RELATED ACTIVITIES TO THE PERFORMANCE

IN MATH AMONG GRADE 9-GOLD OF

BACOOR NATIONAL HIGH SCHOOL VILLA MARIA ANNEX (S.Y 2016-2017)

A research paper
Presented to the faculty of English Department
Bacoor National High School
Villa Maria Annex

In partial fulfillment of the Requirements for the subject

English IV

By:
Agaloos, Mark David

Fabrigar, John Kevin

Alfonso, Yahra

Manimtim, Judy Ann

Chapter I

Introduction:

Intelligence and skill can only function at the peak of their capacity when the body is healthy and
strong.

John F. Kennedy
 Studies have shown that exercise increases blood flow to the brain and helps the body build more
connections between nerves, leading to increased concentration, enhanced memory, stimulated creativity,
and better-developed problem solving skills. In short, playing sports helps your brain grow and makes it
work better. (University of Rochester; Amir Ianis Khelil)

Your body needs regular physical activity in order to maintain strength, stamina, cardiovascular
health and proper blood circulation. Your mind needs activity to stay sharp and balanced. The Centers for
Disease Control and Prevention and the Department of Health and Human Services recommend that
adults get at least 150 minutes of moderate aerobic activity or 75 minutes of intense aerobic activity per
week, as well as twice a week weight resistance training. The benefits of changing your lifestyle from a
sedentary one to an active one are significant, and it doesnt take that much effort to reap the rewards.
(Bonnie Crowe)

Physical activity improves your immune system and helps you stave off illness, such as the
common cold, as well as decreases your risk of cancer, heart disease, diabetes and high blood pressure.
Exercise and sports help you lose and maintain a healthy weight. Activity improves blood circulation,
increases coordination and stamina, prevents bone loss and may help you live longer. According to the
American Heart Association, an active lifestyle can reduce coronary heart disease by 30 to 40 percent.
Additionally, moderate exercise can reduce your chance of getting a stroke by 20 percent, which increases
to 27 percent with regular, intense physical activity. (Bonnie Crowe)

Exercise and activity increases chemicals in your brain such as endorphins, adrenaline and
serotonin, which improves your mood, decreases depression, lessens symptoms of ADHD, improves
executive functioning skills, helps you manage stress and boosts your energy level. Playing sports is a
social activity that can help you meet people, make new friends and increases self-esteem. (Bonnie
Crowe)

When children and adolescents participate in the recommended level of physical activityat
least 60 minutes dailymultiple health benefits accrue. Most youth, however, do not engage in
recommended levels of physical activity. Schools provide a unique venue for youth to meet the activity
recommendations, as they serve nearly 56 million youth (United States). At the same time, schools face
increasing challenges in allocating time for physical education and physical activity during the school
day. (Centers for Disease Control and Prevention. The association between school based physical activity,
including physical education, and academic performance. Atlanta, GA: U.S. Department of Health and
Human Services; 2010.)

Children respond faster and with greater accuracy to a variety of cognitive tasks after
participating in a session of physical activity (Tomporowski, 2003; Budde et al., 2008; Hillman et al.,
2009; Pesce et al., 2009; Ellemberg and St-Louis-Deschnes, 2010).

A single bout of moderate-intensity physical activity has been found to increase neural and
behavioral concomitants associated with the allocation of attention to a specific cognitive task (Hillman et
al., 2009; Pontifex et al., 2012). And when children who participated in 30 minutes of aerobic physical
activity were compared with children who watched television for the same amount of time, the former
children cognitively outperformed the latter (Ellemberg and St-Louis-Deshenes, 2010).

Background of the study:

 Given that the brain is responsible for both mental processes and physical actions of the human
body, brain health is important across the life span. In adults, brain health, representing absence of disease
and optimal structure and function, is measured in terms of quality of life and effective functioning in
activities of daily living. In children, brain health can be measured in terms of successful development of
attention, on-task behavior, memory, and academic performance in an educational setting.

Over 7.5 million high school students participate in interscholastic athletics each year (National
Federation of State High School Associations, n.d.). Proponents of high school sport programs believe
these activities contribute to the overall education of students. The mission statement of the National
Federation of State High School Associations (NFHS) supports this belief by stating that it serves
...students by providing leadership for the administration of education-based interscholastic activities,
which support academic achievement, good citizenship and equitable opportunities (National Federation
of State High School Associations, n.d.). In fact, in The Case for High School Activities, the National
Federation of State High School Associations (2008) emphasizes that students who participate in high
school sports make higher grades. Even the National Association of State Boards of Education (2004)
claims the purpose of high school sports ...is to enhance the whole school experiences for all students.
(Academic achievement must always be considered the priority (p. 5)).

To encourage students to achieve on their school work, academic eligibility standards have been
enforced in many high schools to stress that extracurricular activities including participation on sport
teams is an earned privilege, not a right. Since the primary purpose of schooling is to learn, students must
achieve academically as a prerequisite to participating in extracurricular activities and playing on a team.
Bukowski (2010) found that 48 state athletic associations recommended some form of academic
eligibility requirements for student participation in high school sports, with requirements ranging from
being enrolled in a minimum number of courses to a combination of a minimum number of courses,
passing all courses, a minimum grade point average, and an attendance policy.

According to Callari (2002), the three most commonly used academic eligibility standards
include pass-to-play, a minimum grade point average, and a requirement that allows only a specified
number of failing grades. These standards have resulted in some students having higher grades, higher
attendance rates, fewer disciplinary problems, and lower dropout rates (Jansen, 1992; National Federation
of State High School Associations, 2008). Proponents of no pass, no play supported the requirement
that students must pass all courses to earn the right to participate in extracurricular activities because
these activities were secondary in importance to academic work (Burnett, 2000). If students took their
studies seriously, it was believed they would earn better grades. Burnett added that participation in
extracurricular activities was the driving force behind some students interest in attending school.

Kilrea (1998) also argued against denying academically deficient students an opportunity to
participate in extracurricular activities. In his study examining relationships between participation and
number of seasons in extracurricular activities and academic achievement on ACT composite scores of
186 high school seniors, 103 of whom had participated in at least one extracurricular activity during four
years of high school, ACT composite scores were significantly related to two academic, six non-
academic, and eight student participation variables. Kilrea concluded that restricting academically
deficient students from participating in extracurricular activities could further contribute to a students
academic difficulties. Also, his results supported the value of extracurricular participation on the
academic achievement of students.

When physical activity is used as a break from academic learning time, postengagement effects
include better attention (Grieco et al., 2009; Bartholomew and Jowers, 2011), increased on-task behaviors
(Mahar et al., 2006), and improved academic performance (Donnelly and Lambourne, 2011).
Comparisons between 1st-grade students housed in a classroom with stand-sit desks where the child could
stand at his/her discretion and in classrooms containing traditional furniture showed that the former
children were highly likely to stand, thus expending significantly more energy than those who were seated
(Benden et al., 2011).

Over the past three decades, several reviews and meta-analyses have described the relationship
among physical fitness, physical activity, and cognition (broadly defined as all mental processes). The
majority of these reviews have focused on the relationship between academic performance and physical
fitnessa physiological trait commonly defined in terms of cardiorespiratory capacity (e.g., maximal
oxygen consumption; see Chapter 3). More recently, reviews have attempted to describe the effects of an
acute or single bout of physical activity, as a behavior, on academic performance.

With our current technology, people are getting less engaged with physical activities such as sport
related activities. If closely studied, some of the students at Bacoor National High School Villa Maria
Annex when engaged with extra-curricular activities, they become less academic competitive hence
showing poor academic performance. It has been proven by studies that the more active the person is, the
faster his/her brain process. People nowadays have a sedentary type of lifestyle which will have an
obviously opposite outcome as stated above. But, there are still a lot of factors that could change that or
affect such outcomes.

Bacoor National High School - formerly known as Bacoor Municipal High School started is
operation on July 3, 1972 with an initial enrollment of 207 students in the first year with fivefaculty
members. The school occupied the old health center and three rooms of the old Presidential building. The
school was opened with Ms. AnselmaTesorero as the officer-in-charge who was then Principal of Bacoor
Central School.

The honorable Pablo G. Sarino, the municipal mayor of Bacoor, initiated the establishment of the
municipal high school to answer the growing need for a public secondary school in Bacoor, Cavite.

The following year, enrollment rose and in 1973, the Sangguniang Bayan adopted Resolution No.
61 directing that proper representations be made with the Bureau of Lands as regards acquiring atleast a
hectare of the reclaimed area at the back of Municipal Hall at TabingDagat, Bacoor,Cavite to serve as the
site of the Bacoor National High School. This led to the adoptions of further resolutions authorizing the
construction of building and appropriating the necessary for the purpose.

It was in the S.Y 1975-1976 that a complete 4-year secondary course was realized. From then on,
enrollment continuously increased and in July 1, 1983, Bacoor Municipal High School became a National
High School.

Time came when the school can no longer accommodate the huge population of students
enrolling. Years later, BNHS Molino Annex opened followed years later with BNHS Gawaran Annex.
 Bacoor National High School-Villa Maria Annex started its operation in October 07, 2010 with an
initial enrollment of 334 students in the first year and 260 in the second year with eleven teachers. The
school opened with Mr. Ponciano G. Garrido as the Officer-in-charge who is the head teacher of the
Science Department.

The honorable Strike B. Revilla, the mayor of then the municipality of Bacoor, with the
coordination of Provincial Government; initiated the construction of a twelve classroom three-storey
building.Another four classroom two-storey building was added latter. The school has a total land area of
one thousand four hundred and four square meters (1,404 sq.m.) located at Barangay Molino III, Bacoor
City. The school begun with Dr.Leticia C. Hayag as principal and is currently headed by Dr.Anita M.
Rom.

The following year,enrollment rose and third year level was offered in S.Y 2011-2013 with a total
of one thousand one hundred thirty-two students.In S.Y 2012-2013,the first batch of fourth year
graduating class is exhibited.Also,it recorded the highest number of students enrolled with a total of one
thousand five hundred ninety-five (1,595).

Bacoor National High School-Villa Maria Annex' mission is "To protect the right of every
Filipino to quality,equitable cultured-based and complete basic education wherestudents learn in a child-
friendly,gender sensitive,safe and teachers facilitate learning and constantly nurture every learner". Its
vision states that "We dream of every Filipino who passionately love their country and whose
competencies and values enable them to realize their full potential and contribute meaningfully in
building the nation" (BNHS-VMA student hand book SY 2011-2012).

In cognizance to this vision, the researchers conducted this study to improve the academic
standing of the school.

Statement of the Problem

This study aims to know if there is a relationship in sport related activities to the
performance in Math among Grade 9-Gold students of Bacoor National High School Villa Maria Annex
(S.Y 2016-2017).

Substantially, this study seeks to answer the following questions:

1. What is the demographic profile of the respondents in terms of:

1.1 Age
1.2 Gender

2. What sports activities are the students engaged in terms of:

2.1 Level of activity

2.2 Level of efficiency
2.3 Number of hours spent
 3. Is there any correlation between the type of sport related activity to the performance in Math
among Grade 9-Gold of BNHS-VMA (S.Y 2016-2017).

4. Is there any correlation between the numbers of hours/minutes spent to a sport related activity
to the performance in Math among Grade 9-Gold of BNHS-VMA (S.Y 2016-2017).

Significance of the Study

The researchers believe that this study will be advantageous to the following:

Students: This study will encourage people of young age to be physically active and to engage to
extra co-curricular activities in order to maintain or develop a healthy being. This study could also be a
proof that there is indeed a relationship between sport related activities to the performance in Math.
Hence, students should consider changing their unhealthy behaviors.

Parents: This study will enable the parents to change their childrens lifestyle to be more active
and could also strengthen the parent and youngling relationship. This study could also provide ways on
how to be physically active and to enhance ones ability in mathematical problems.

Teachers: This study will help the teachers in creating helpful, substantial ways of teaching. A
new way of teaching in which learners, rather than sitting all day long, are engaged in such physical
activities to have a bond also to improve ones ability in social relationship and to have an effective and
efficient type of teaching.

School Administrators: This study will habilitate the School Administrators to have programs
which are closely related to Sport or Physically activities that could develop ones ability in social to have
a positive thought in life; molding the student to be physically and mentally capable with todays demand.

Future Researchers: This study will assist researchers to administrate related studies in the
future. They may support or oppose the findings of this study.

Scope and Delimitation

This study is limited to collect data from the internet and browse related articles which helped the
researchers adjudicate the relationship of sport related activities to the performance in Math among Grade
9-Gold students of Bacoor National High School Villa Maria Annex (S.Y 2016-2017). Al though, the
researchers included some data such as physical activities and extra-curricular, nothing more other than
those stated.

The frequency of the respondents was fifty-one (51) Ninth Grade students under the section of
Gold, also known as the star section, of Bacoor National High School Villa Maria Annex school year
2016-2017. The study DID NOT cover students from the other level, sections, school, and school year.

The apparatus used to arbitrate the relationship of sport related activities to the performance in
Math among Grade 9-Gold students of Bacoor National High School Villa Maria Annex is a self made
questionnaire that is composed of: Gender, Type of Sport, Level of efficiency, Level of activity, and
Number of hours spent.

Chapter II

Review of related Literature

 Regular participation in physical activity and higher levels of physical fitness have been linked to
improved academic performance and brain functions, such as attention and memory. These brain
functions are the foundation for learning. Long-term studies have demonstrated that increases in physical
activity, resulting from greater time spent in physical education, were related to improved academic
performance. Even single sessions of physical activity have been associated with better scores on
academic tests, improved concentration, and more efficient transfers of information from short- to long-
term memory. Children participating in physical activity are better able to stay focused and remain on task
in the classroom, thus enhancing the learning experience.

Physically fit children demonstrate memory and efficiency of the brain (i.e., by allocating more
working memory to complete a given task) through two learning strategies: relational memory, which
involves remembering objects by using a cue, such as turn left after you pass the school,25,26 and
working memory, which involves moving information from the short- to long-term memory. This is
important because children use relationships, such as understanding that three groups of three and
three times three are both math facts with the same answer, to remember and recall information.

Two Learning Strategies

Relational memory- The processes involved in memory for stimuli/events and how they were
associated with coincident context, stimuli, or events.

Relational Memory Theory-which posits that the hippocampus forms representations of

arbitrary or accidentally occurring relations among the constituent elements of experience. The
role of the hippocampus in all manner of relations. Supporting the claim with the finding that
amnesic patients with hippocampal damage were similarly impaired on probes of memory for
spatial, sequential, and associative relations and how different kinds of relational or source of
information, and consider the importance of specifying hippocampal function in terms of the
representations it supports.

Working memory- Working memory is a cognitive system with a limited capacity that is
responsible for temporarily holding information available for processing. Working memory is
important for reasoning and the guidance of decision making and behavior. Working memory is
often used synonymously with short-term memory, but some theorists consider the two forms of
memory distinct, assuming that working memory allows for the manipulation of stored
information, whereas short-term memory only refers to the short-term storage of information

Youth receiving additional physical activity tend to show improved attributes such as
increased brain function and nourishment, higher energy/concentration levels, changes in body
build affecting self esteem, increased self-esteem and better behavior which may all support
cognitive learning (Cocke, 2002) (Tremblay, Inman, & Willms, 2000) (Dwyer, Coonan, Leitch,
Hetzel, & Baghurst, 1983) (Shephard, 1997). Improved brain attributes associated with regular
physical activity consist of increased cerebral blood flow, changes in hormone levels, enhanced
nutrient intake, and greater arousal (Shephard, 1997). Cocke (2002) states "a trio of studies
presented at the 2001 Society for Neuroscience Conference suggest that regular exercise can
improve cognitive function and increase levels of substances in the brain responsible for
maintaining the health of neurons." Brain function may also indirectly benefit from physical
activity due to increased energy generation as well as from time outside of the classroom/away
from studying; The increased energy levels and time outside of the classroom may give relief
from boredom resulting in higher attention levels during classroom instruction (Linder 1999).

"There was a relationship to academic performance," says Hillman. "The more physical
tests they passed, the better they scored on the achievement test." The effects appeared regardless
of gender and socioeconomic differences, so it seems that regardless of his or her race or family
income, the fitness of a child's body and mind are tightly linked.

The bigger the dose of exercise, the more it can pay off in academic achievement. In a
study published the same year in the Research Quarterly for Exercise and Sport, researchers
found that children ages 7-11 who exercised for 40 minutes daily after school had greater
academic improvement than same-aged kids who worked out for just 20 minutes.

Phillip Tomporowski, professor of exercise science at the University of Georgia, and one
of the team members who conducted the study, says much of the research today seems to negate
the old notion that recess sends kids back to class more hyper and rowdy. "It appears to be the
other way around," he says. "They go back to class less boisterous, more attentive, and better
behaved compared with kids who have been sitting in chairs for hours on end."

Hillman also tested that notion in a study published this year in Neuroscience and found
that kids had more accurate responses on standardized tests when they were tested after moderate
exercise, as opposed to being tested after 20 minutes of sitting still. His results lend support to
the idea that just a single aerobic workout before class helps boost kids' learning skills and
attention spans.

Although a consensus on the relationship of physical activity to academic achievement

has not been reached, the vast majority of available evidence suggests the relationship is either
positive or neutral. The meta-analytic review by Fedewa and Ahn (2011) suggests that
interventions entailing aerobic physical activity have the greatest impact on academic
performance; however, all types of physical activity, except those involving flexibility alone,
contribute to enhanced academic performance, as do interventions that use small groups (about
10 students) rather than individuals or large groups. Regardless of the strength of the findings,
the literature indicates that time spent engaged in physical activity is beneficial to children
because it has not been found to detract from academic performance, and in fact can improve
overall health and function. (Sallis et al., 1999; Hillman et al., 2008; Tomporowski et al.,
2008a; Trudeau and Shephard, 2008; Rasberry et al., 2011).

Review of related Studies

 In a meta-analysis, Sibley and Etnier (2003) found a positive relationship between physical
activity and cognition in school-age youth (aged 4-18), suggesting that physical activity, as well as
physical fitness, may be related to cognitive outcomes during development. Participation in physical
activity was related to cognitive performance in eight measurement categories (perceptual skills, IQ,
achievement, verbal tests, mathematics tests, memory, developmental level/academic readiness, and
other), with results indicating a beneficial relationship of physical activity to all cognitive outcomes
except memory (Sibley and Etnier, 2003). Since that meta-analysis, however, several papers have
reported robust relationships between aerobic fitness and different aspects of memory in children
(e.g., Chaddock et al., 2010a, 2011; Kamijo et al., 2011; Monti et al., 2012). Regardless, the
comprehensive review of Sibley and Etnier (2003) was important because it helped bring attention to an
emerging literature suggesting that physical activity may benefit cognitive development even as it also
demonstrated the need for further study to better understand the multifaceted relationship between
physical activity and cognitive and brain health.

In seminal research conducted by Gabbard and Barton (1979), six different conditions of physical
activity (no activity; 20, 30, 40, and 50 minutes; and posttest no activity) were completed by 106 2nd
graders during physical education. Each physical activity session was followed by 5 minutes of rest and
the completion of 36 math problems. The authors found a potential threshold effect whereby only the 50-
minute condition improved mathematical performance, with no differences by gender.

A research project conducted with 24 elementary schools, called Physical Activity across the
Curriculum (PAAC), showed that adding sessions of physical activity to a school curriculum could have
long-term benefits, such as improved academic performance. When comparing improvement in
standardized test scores over three years, schools were stratified and randomly assigned to receive
physically active lessons did 6 percent better than their peers who had received the same lessons in a
seated, inactive manner.

Executive function appears more sensitive than other aspects of cognition to aerobic exercise
training (Colcombe & Kramer, 2003). Executive function constitutes supervisory control of cognitive
functions to achieve a goal and is mediated via prefrontal cortex circuitry. Planning and carrying out
action sequences that make up goal directed behavior requires allocation of attention and memory,
response selection and inhibition, goal setting, self-control, self-monitoring, and skillful and flexible use
of strategies (Eslinger, 1996; Lezak, Howieson, & Loring, 2004). The executive function hypothesis was
proposed based on evidence that aerobic exercise selectively improves older adults performance on
executive function tasks and leads to corresponding increases in prefrontal cortex activity (Colcombe et
al., 2004; Kramer et al., 1999). Childrens cognitive and neural development may be sensitive to physical
activity (Diamond, 2000; Hillman, Erickson, & Kramer, 2008; Kolb & Whishaw, 1998). Theoretical
accounts of the links between motor behavior and cognitive development during childhood have ranged
from hypothesized brain networks to the construction of perception-action representations (Rakison &
Woodward, 2008; Sommerville & Decety, 2006).

Linder (1999) used a questionnaire to gather data on both physical activity and academic
performance of 4,690 9-18year old students in Hong Kong. Both tests were administered by trained data
collectors to classrooms of students. Each student personally completed his/her questionnaires by rating
their own physical activity and academic performance. After data analysis through the Statview computer
program, results showed a significant but low correlation (more for the girls than for the boys) indicating
that students who perceive themselves to have high academic performance generally participate in more
physical activity (Linder, 1999). It is obvious that no direct correlations or causations can be assumed
from this study, however a positive relationship between physical activity and perceived academic
performance was found.

Theoretical Frameworks

This study is related with Tomporowski PD,2003. Acta Psychologica ,Effects of acute bouts of
exercise on cognition.;112(3):297324. In which the study concluded that moderate-intensity walking
has a significant improvement in performance on a task requiring a person's attention and ability to focus
on a single task.The study demonstrate benefits for both mathematics and reading performance mostly to
the healthy children and those who diagnosed with with attention deficit hyperactivity disorder (ADHD)
with further reasearch the findings demonstrated that a moderate-intensity exercise improved performance
on a task of attention and inhibition.It was also found that such benefits were derived following cessation
of, but not during, the bout of exercise.

The academically oriented physical activities were intended to be of vigorous or moderate intensity (36
metabolic equivalents [METs]) and to last approximately 10 minutes and were specifically designed to
supplement content in mathematics, language arts, geography, history, spelling, science, and health.The
results demonstrated that physical activity enhanced cognitive performance for the attention task but not
the person's task that requires working memory.

Figure 1- Information processing: Diagram of a simplified version of Sanders's (1983) cognitive-energetic

model of human information processing (adapted from Jones and Hardy, 1989)

Conceptual Framework
 Figure 2 shows the outline used in this study to clearly understand the relationship in
sport related activities to the performance in Math among Grade 9-Gold students.

Figure 2. Conceptual Framework

Input
Gathering of Demographic profile.
Conducting a survey.
 Process
Analysis of Gathered data.

Tabulation of Results.

Output
Results of the survey.
The correlation of sports related activities
to the performance in Math among Grade
9-Gold students of Bacoor National High
School Villa Maria Annex (S.Y 2016-
The Figure shown above2017).
summarize the process that took place in the study. It is subdivided into
three parts which is the Input, Process, and Output. First is the Input which involves gathering
demographic profile of Grade 9-Gold students that includes Age and Gender and also conducting
a survey that partially complete the data needed. Second is the process that involves analyzing
the gathered data and tabulating the results of the survey and lastly the output which is the results
of the whole process where we can interpret correlation of sport related activities to the
performance in Math among Grade 9-Gold students.

Hypothesis

1. There is no significant relationship between the sport related activities to the

performance in Math among Grade 9-Gold students of BNHS-VMA S.Y 2016-2017.

2. There are no correlation between the type and hours/minutes spent to any sport related
activities to the performance in Math among Grade 9-Gold of BNHS-VMA S.Y 2016-2017.

3. There is no correlation between the intensity of activity to any sport related activities to the
performance in Math among Grade 9-Gold of BNHS-VMA S.Y 2016-2017.

4. There is no correlation between the level of efficiency to any sport related activities to the
performance in Math among Grade 9-Gold of BNHS-VMA S.Y 2016-2017.

Definition of Terms

For better understanding of the study, the following terms were defined based on how it
was used in the study.

1. Bout A short period of intense activity of a specified kind.

2. Inhibition - A feeling that makes one self-conscious and unable to act in a relaxed and
natural way.

3. Cessation -The fact or process of ending or being brought to an end.

4. Attention Deficit Hyperactivity Disorder-is a medical condition that affects how well
someone can sit still, focus, and pay attention. People with ADHD have differences in the
parts of their brains that control attention and activity. This means that they may have trouble
focusing on some tasks and subjects.