Analytical Study of Sports
Facilities and Sports Participation among School Students
Madhav Prasad Yadav1*,
Prof (Dr.) Manoj Kumar Prajapati2
1 Research Scholar,
Prof. H. N. Mishra College of Education, Kanpur, Uttar Pradesh
mad.yadav31aug@gmail.com
2 Principal, Prof. H.
N. Mishra College of Education, Kanpur, Uttar Pradesh
Abstract: The current research sought to determine the association
between children's participation in sports & the accessibility of sports facilities
in Delhi's schools. Specifically, this study used the descriptive survey research
approach. A sample of 250 secondary school pupils from five different Delhi schools
was chosen using the basic random sampling technique. A structured questionnaire
with twenty-five (25) questions designed to be answered with a yes or no response
was the instrument that was used for the purpose of data collection. Using a Spearman
brown formula and the split half approach, we were able to determine the instrument's
reliability coefficient, which comes out at 0.89. Statistical methods, including
frequency count, percentage, & Chi-square (χ2) analysis, were used to examine
the gathered data at a significance level of 5%. According to the study, the sports
facilities & equipment greatly affected the level of participation and achievement
among students in athletic events. However, the students' utilization of sports
facilities and equipment did not significantly contribute to developing their talents.
The study results indicate that adequate sports facilities and equipment are an
important aspect in improving the level of engagement of students in sports activities
within educational institutions.
Keywords: Sports
Facilities, Sports Participation, Sports Equipment, School Students, Skills Development,
Secondary Schools
INTRODUCTION
In order
to promote and regulate sports for the public good, governments throughout the globe
have passed legislation and established regulations. There are a number of issues
that have made sports regulation essential (National Sports Development Code of
India, 2011), including the need to eradicate racism from athletics, combat doping,
prevent age fraud, safeguard athletes' rights, and advance gender equality. Constant
vigilance and the proper execution of sports laws and initiatives are necessary
to monitor student engagement and societal advancement, since sports and physical
activities play an important part in developing a feeling of national identity.
At its
38th General Conference in 2015, UNESCO endorsed the ICPEPAS further highlighting the significance
of sports and PE. Sports & physical education are universally acknowledged rights
under the Charter. Programs for physical education and sports should encourage involvement
at all ages, according to the International Charter for Sport and Physical Activity
(2015), and having suitable facilities, safe spaces, and sufficient equipment are
essential for high-quality athletic participation. Responsible personnel, appropriate
supervision, safety management and moral values are also pointed out as being important
in sports in the Charter.
All
students benefit greatly from involvement in physical activity in terms of their
emotional, social, cerebral and physical development. Athletic involvement in school
can help to improve students' physical health, leadership abilities, discipline,
social interaction and collaboration. Sport activity contributes to healthy lifestyles,
improves attention and reduces stress. Furthermore, through sport, services and
production, sports facilitate the exchange of cultures, the integration of people
from different countries and strengthen economies. Sports' positive effects on society
and world peace have been acknowledged by the UN as well. The UN formed an interagency
task force in 2002 to encourage the use of sports for peace and development on both
the national and community levels (Force, 2002). The task force identified how sports
can be a tool to achieve developmental goals including improved physical health,
increased social inclusion and improved psychological health.
Unfortunately,
there are still numerous schools that face problems with their sports facilities,
outdated infrastructure, no standard equipment, no suitable supervision and no opportunities
for students to attend sports activities. There is evidence that students' health
and academic performance improves when they engage in organized sports, however,
many children are not engaged in organized sports due to lack of resources and leadership
(Merkel, 2013). According to research, there is a tangled web of relationships between
students' sedentary lifestyles and their weight, health, and fitness levels. To
encourage participation and health and fitness across the nation, the US and China
have strongly supported sports facilities and development. Despite the adoption
of modern sports systems, health challenges, inequity in the access of sports facilities
and physical inactivity remain issues (Chi, 2017; Ieong, 2018). Therefore, if the
facilities for sports are sufficient and effectively used, students are more active
in sports.
Schools
have a significant role in fostering student engagement in sports in the Indian
context. Schools should have enough sports facilities, qualified physical education
teachers and appropriate sporting equipment to gain students' interest and participation
in sports activities. However, poor sports facilities and mismanagement of available
facilities remain a problem in many schools, especially in urban schools. Hence,
this study aims to examine the connection amongst school sports programme in Delhi
and the time spent on sports by children. The focus of this research is on how students'
access to and use of sports facilities and equipment influences their engagement,
achievement and growth as athletes.
OBJECTIVES
·
To investigate how sports facilities affect Delhi's
secondary school kids' involvement in sports.
·
To ascertain how sports equipment affects Delhi
secondary school students' athletic performance and skill development.
RESEARCH METHODOLOGY
The
study was conducted using a descriptive survey study approach. This study's design
was deemed appropriate since it allowed the researcher to collect data from respondents
on school sports facilities and student sports participation.
Area
of the Study
The
current research was place in Delhi, one of India's most significant urban and educational
hubs. Selected secondary schools in Delhi were the sites of the research.
Population of the Study
Students
from a few different Delhi secondary schools filled out the survey.
Sample
and Sampling Technique
The respondents
in the study were two hundred fifty (250) people. Using a simple random sample
procedure, 5 secondary schools have been selected, and fifty (50) individuals from
each school were chosen for the study. This means that a total of 250 students 125
male and 65 female took part in the research.
Instrument
for Data Collection
A systematic
questionnaire, with some tweaks and adjustments from Ojeme (2000), was used to gather
data. Part A and Part B of the survey were already written. Section A included the
respondents' demographic information, which included their school name, gender,
age, as well as class. The study variables were the focus of Section B's items.
There
were thirty-five (25) items on the questionnaire with only one question that had
a Yes or No answer.
Validity and reliability
We checked
the instrument's validity & reliability. To ensure the accuracy of the device,
the split-half approach was used. A secondary school that was not part of the sample
was asked to fill out the survey. Two sets of scores were generated from the questionnaire
items: X and Y. The data received was analyzed using the Pearson Product Moment
Correlation (PPMC). The instrument's dependability was determined by additional
analysis of the obtained coefficient utilizing the Spearman Brown formula. Results
showed a trustworthy dependability coefficient of 0.89 for the research.
Data Collection
The researcher
personally gave the questionnaire to the respondents in the secondary schools selected
in Delhi. Questionnaires were returned as soon as they were completed
to achieve a high return rate.
Data Analysis
Descriptive
statistics like percentages and counts of frequencies were used. The hypotheses
were tested using the chi-square (χ²) statistical method with a significance
threshold of 0.05.
RESULT AND DISCUSSION
Data
collected from respondents about the accessibility of sports facilities & the
level of engagement in sports among students in Delhi's secondary schools is analyzed
and interpreted here. Several statistical methods, including frequency counts, percentages,
& Chi-square (χ2) analysis, were used to examine the data. Both the demographic parameters and the hypotheses
that were developed for the research are taken into consideration when presenting
the results.
Table 1: Gender of the students
|
Category |
Frequency |
Percentage |
|
Male |
185 |
74
% |
|
Female |
65 |
26
% |
|
Total |
250 |
100% |
It can be seen that 185 students (74%) responded
and 65 students (26%) were female students. This indicates that male students responded
predominately to the study.
Figure 1: Gender
of the students
Table 2: Age of the students
|
Category |
Frequency |
Percentage |
|
13-14 |
58 |
23.2 |
|
15-16 |
102 |
40.8 |
|
17-18 |
74 |
29.6 |
|
Above 18 |
16 |
6.4 |
|
Total |
250 |
100% |
The table indicates that the majority of those
who took part in the survey were in their teens, aged 15 to 16. The next group of
respondents was from 17 to 18, with 74 respondents (or 29.6%) and 58 respondents
(or 23.2%) in the age group of 13 to 14. Only 6.4% of the responders were above
the age of 18 yrs.
Figure 2: Age of
the students
Table 3: Class of the students
|
Category |
Frequency |
Percentage |
|
IX |
62 |
24.8 |
|
X |
68 |
27.2 |
|
XI |
59 |
23.6 |
|
XII |
61 |
24.4 |
|
Total |
250 |
100% |
The most respondents were tenth-grade students
(68, 27.29%) as indicated in the table. Following this, students from Class IX,
with 62 (24.8%) in total, were given second place while students from Class XII
with 61 (24.4%) were given third position and students from Class XII with 59 (23.6%)
were given fourth position. From the distribution, it can be seen that the respondents
were distributed in an equitable manner across all classes.
Figure 3: Class of the respondents
Hypothesis 1
Delhi's
secondary school pupils' engagement in sports is not significantly correlated with
the availability of sports facilities.
Table 4: Chi-square Analysis of Student Motivation to Engage
in Sports Activities and Sports Facilities
|
S/N |
Item |
Yes |
No |
Total |
df |
χ²-cal |
χ²-crit |
Remark |
|
1 |
Do you play sports at your school on a regular basis? |
183 |
67 |
250 |
1 |
26.34 |
3.84 |
S* |
|
2 |
Does your school's sports facility encourage you to play
sports? |
177 |
73 |
250 |
1 |
26.34 |
3.84 |
S* |
|
3 |
Do you participate in sports because your school has sports
facilities? |
190 |
60 |
250 |
1 |
26.34 |
3.84 |
S* |
|
4 |
Do you participate in sports at your school using inadequate
facilities? |
160 |
90 |
250 |
1 |
26.34 |
3.84 |
S* |
|
5 |
Do you participate in sports because your school has sports
facilities? |
157 |
93 |
250 |
1 |
26.34 |
3.84 |
S* |
In light
of the information provided in the table, the computed Chi-square value surpasses
the crucial threshold of 3.84 percent (for α = 0.05 & 1 degree of freedom),
coming in at 26.34 percent. Potentially, we might say the the null hypothesis is
wrong. The availability of sport facilities was shown to be a significant factor
in the promotion of sports among Delhi's secondary school pupils.
Hypothesis 2
Delhi
secondary school pupils' performance in sports tournaments is not much impacted
by sports equipment.
Table 5: Student
Athletic Performance and Sports Equipment: A Chi-square Study
|
S/N |
Item |
Yes |
No |
Total |
df |
χ²-cal |
χ²-crit |
Remark |
|
1 |
Do you participate in sports on a regular basis because
jerseys are available? |
178 |
72 |
250 |
1 |
67.52 |
3.84 |
S* |
|
2 |
Every time you participate in sports, do you use the shoes
that your school provides? |
167 |
83 |
250 |
1 |
67.52 |
3.84 |
S* |
|
3 |
Are you always allowed to utilize the school's athletic
equipment? |
159 |
91 |
250 |
1 |
67.52 |
3.84 |
S* |
|
4 |
Are balls available for use in every game at your school? |
160 |
90 |
250 |
1 |
67.52 |
3.84 |
S* |
|
5 |
Does your school participate in athletic competitions against
other schools? |
210 |
40 |
250 |
1 |
67.52 |
3.84 |
S* |
At 1°
of freedom & a significance level of 0.05, the computational Chi-square value
is 67.52, whereas the critical threshold is 3.84. The result was that the null hypothesis
was rejected. Students' levels of motivation when participating in sports at Delhi's
secondary schools are significantly influenced by the utilization of sports equipment,
according to this study.
Hypothesis 3
Delhi's
secondary school pupils' skill development is not much aided by the availability
of sports facilities.
Table 6: Analysis
of Athletic Training and Facilities using Chi-square Tests
|
S/N |
Item |
Yes |
No |
Total |
df |
χ²-cal |
χ²-crit |
Result |
|
1 |
Do you participate in inter-house sports on a regular basis
at your school? |
89 |
161 |
250 |
1 |
2.98 |
3.84 |
N.S |
|
2 |
Are you always allowed to utilize the school's athletic
facilities? |
125 |
125 |
250 |
1 |
2.98 |
3.84 |
N.S |
|
3 |
Are the facilities at your school used during every game? |
112 |
138 |
250 |
1 |
2.98 |
3.84 |
N.S |
|
4 |
Do you get instruction on how to utilize sporting facilities
from your game master? |
91 |
159 |
250 |
1 |
2.98 |
3.84 |
N.S |
|
5 |
When you participate in sports, do you use the facilities
offered by the school? |
72 |
178 |
250 |
1 |
2.98 |
3.84 |
N.S |
Findings
from the one-degree-of-freedom analysis show that, at the 0.05 level of significance,
the calculated Chi-square value of 2.98 is less than the critical value of 3.84.
This led to the acceptance of the null hypothesis. The above suggests that secondary
schools in Delhi did not benefit much from having access to sports facilities in
terms of students' skill development.
Hypothesis 4
Delhi's
secondary school pupils' skill development is not much aided by sports equipment.
Table 7: Chi-square
Assessment of Athletic Equipment and Skill Development
|
S/N |
Item |
Yes |
No |
Total |
df |
χ²-cal |
χ²-crit |
Remark |
|
1 |
Are you able to practice on a regular basis to enhance your
athletic skill development? |
98 |
152 |
250 |
1 |
2.65 |
3.84 |
N.S |
|
2 |
When you utilize quality sports equipment, can you enhance
your athletic abilities? |
111 |
138 |
250 |
1 |
2.65 |
3.84 |
N.S |
|
3 |
Does your instructor educate you on the fundamentals of
using sports equipment to enhance sports skills? |
150 |
100 |
250 |
1 |
2.65 |
3.84 |
N.S |
|
4 |
Is your game master available to supervise your personal
practice to enhance the development of your professional sports equipment skills? |
102 |
148 |
250 |
1 |
2.65 |
3.84 |
N.S |
|
5 |
Are you always permitted to use the sporting facilities
at school to hone your skills? |
76 |
174 |
250 |
1 |
2.65 |
3.84 |
N.S |
The table data indicates that the calculated Chi-square
value is 2.65 and using one Degree of Freedom and a significance level (alpha) of
0.05, the crucial Chi-square value is 3.84. This meant that the null hypothesis
was accepted. From the above conclusion one can conclude that the use of sports
equipment does not significantly impact the development of skills among the secondary
school students in Delhi.
FINDINGS
During the research that was undertaken with the
students of secondary schools in the city of Delhi, it was found that the following:
·
School sports facilities played a crucial role
in piquing students' interest in and participation in extracurricular athletic activities.
A null hypothesis is not accepted since the computed Chi-square value (26.34), which
is greater than the table value (3.84), is correct.
·
The pupils were very motivated to participate
in sports tournaments because of the sports equipment. The null hypothesis is not
accepted since the estimated Chi-square (67.52) level is greater than the crucial
value (3.84).
·
Students'
skill development was unaffected by the presence or absence of sports facilities.
The estimated chi-square value of 2.98 was found to be lower than the crucial chi-square
value of 3.84, leading to the acceptance of the null hypothesis.
·
Students' skill development was not significantly
enhanced by the usage of sports equipment. The null hypothesis had been accepted
since the computed Chi-square value (2.65), which was lower than the critical value
(3.84), was considered to be acceptable.
·
Based on the demographic findings, we can conclude
that:
·
Most of the respondents were male students (74%).
·
The majority of respondents were in the age group
of 15-16 years (40.8%).
·
The students of all classes (9th12th) were nearly
equally distributed in the study.
The study showed that good Sports facilities and
sports equipment help to motivate and stimulate students' involvement in sports
events and their performance of sports, but without good coaching, supervision and
regular practice, it is not enough to develop students' sport skills.
CONCLUSION
The
research concluded that having adequate sporting facilities and supplies is crucial
for getting secondary school pupils involved in athletic activities. Conventional
sports facilities, jerseys, footwear and other sports equipment positively affected
students' interest and involvement in sports programs. The research also revealed
that, while sports facilities and equipment can encourage students to participate,
they cannot significantly influence the development of students' skills. This could
be due to low quality training, inadequate supervision, inadequate practice schedules,
and limited opportunities to receive the right kind of coaching. The study recommends
that the school administration and education actors get enough sports facilities,
modern sports equipment, qualified physical education teachers and regular trainings
in order to improve students' participation and overall development in the sporting
activities.
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