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American Journal of  Physical Education 
and Health Science (AJPEHS)

The Influence of  Sport Participation on Job Performance of  University Lecturers in 
Rivers State

Ochor, Daniel Chinonso1*

Volume 3 Issue 1, Year 2025
ISSN: 2992-9679 (Online) 

DOI: https://doi.org/10.54536/ajpehs.v3i1.3538
https://journals.e-palli.com/home/index.php/ajpehs

Article Information ABSTRACT

Received: July 24, 2024

Accepted: August 28, 2024

Published: January 22, 2025

This study examines the influence of  sport participation on the job performance of  university 
lecturers in Rivers State, focusing on its effects on physical health, mental well-being, cognitive 
function, and overall job satisfaction. A mixed-method approach was employed, involving 
200 lecturers who completed structured questionnaires and interviews. The findings 
revealed a statistically significant positive correlation between sports participation and 
physical health, with 67.5% of  respondents strongly agreeing that regular sports improved 
their fitness (χ² = 24.083, df  = 199, p < 0.05). Additionally, 62% reported experiencing 
fewer health issues, such as hypertension and diabetes, due to sports participation. The 
study also demonstrated that sports participation significantly reduces stress levels, with 
54% strongly agreeing that it helps in managing stress and anxiety (χ² = 19.635, df  = 199, 
p < 0.05). Cognitive function was notably enhanced, with 58.5% of  lecturers agreeing that 
sports participation improved their concentration and mental clarity (χ² = 39.952, df  = 
199, p < 0.05). These improvements improved teaching effectiveness, increased research 
productivity, and enhanced administrative efficiency. Given these findings, the study rejects 
the null hypotheses and concludes that regular engagement in sports activities significantly 
enhances both physical and mental health, thereby improving job performance. The study 
recommends promoting sports programs, flexible scheduling, better access to facilities, and 
awareness campaigns to encourage regular participation among lecturers, which is essential 
for optimizing their professional effectiveness in the academic environment of  Rivers State.

Keywords
Job Performance, Mental Well-
Being and Cognitive Function,
Physical Health, Sport 
Participation

1 Department of  Sport and Exercise Science, Faculty of  Education, University of  Port Harcourt, Choba, Port Harcourt Rivers 
State, Nigeria
* Corresponding author’s e-mail: ochordaniel@gmail.com

INTRODUCTION 
Stress is an inherent and inescapable aspect of  life 
resulting from the intricacies and competitiveness of  
living standards (Sindhu, 2014). Sindhu (2014) argued 
that in contemporary society, stress, both in general 
and specifically related to work, has become an integral 
aspect of  existence and has garnered significant attention 
in recent times. University lecturers have a multifaceted 
function that goes beyond teaching. They do research, 
provide mentorship, and handle administrative tasks. All 
of  these activities contribute to the creation of  a strong 
educational environment. Nevertheless, the challenging 
requirements of  these positions frequently result in 
elevated levels of  stress and exhaustion, which can have a 
detrimental effect on job productivity. 
Certain educators have developed stress-induced 
illnesses due to the immense pressure they experience, 
while others have tragically passed away prematurely. 
However, some individuals have documented a decrease 
in teaching productivity due to the multitude of  activities 
they simultaneously do. The current alarming situation in 
universities, as identified by Stanley (2023), is unlikely to 
result in increased production. There has been increasing 
interest in studying the characteristics that can improve 
job performance among university teachers in recent 
years, with particular attention being given to sports 
involvement. Research regularly demonstrates that 
participating in regular physical exercise, such as sports, 
can result in enhanced physical and mental well-being, 

which in turn may improve job performance (Ari et al., 
2022). 
Engaging in sports has been associated with many 
advantages, such as improved physical health, decreased 
stress levels, and higher cognitive abilities. Engaging in 
sports can serve as a crucial means of  stress relief  for 
university instructors, who frequently confront the 
combined strains of  academic obligations and personal 
life. Anariochi’s research emphasizes that participation 
in sports cultivates teamwork, discipline, and stress 
management, all of  which are crucial qualities for effective 
teaching and academic achievement (Stanley, 2023). In a 
similar vein, Ogabor et al (2023) discovered that lecturers 
who engage in sports demonstrate greater physical health 
and mental well-being, resulting in increased productivity 
and job satisfaction. In addition, recent studies suggest 
that engaging in regular physical exercise through sports 
can improve cognitive functioning, leading to improved 
teaching approaches and increased student engagement. 
Studies have also shown that engaging in consistent 
physical exercise can lower the likelihood of  developing 
chronic health issues like hypertension, diabetes, and 
cardiovascular illnesses. These conditions are commonly 
found in those who lead sedentary lives (World Health 
Organization, 2023). This enhancement in physical well-
being can lead to decreased absenteeism and heightened 
energy levels, both of  which are vital for sustaining 
optimal job performance. 
Furthermore, the positive effects on mental well-being 



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Am. J. Phys. Educ. Health Sci. 3(1) 1-10, 2025

resulting from engaging in physical activities have been 
well demonstrated. Engaging in physical activity has 
been scientifically proven to trigger the secretion of  
endorphins, which are natural substances that elevate 
mood, while also diminishing the presence of  stress 
hormones like cortisol (Biddle & Asare, 2023). University 
lecturers can benefit from engaging in athletics since it 
can lead to mental renewal, resulting in improved focus, 
enhanced memory, and increased creativity. These 
cognitive improvements are crucial for effective teaching 
and research. In addition, sporting activities frequently 
foster social contact and collaboration, resulting in 
enhanced collegial connections and a more supportive 
work environment. This, in turn, contributes to increased 
job satisfaction and performance.
The correlation between sports involvement and work 
performance is especially significant in the specific 
circumstances of  Rivers State, Nigeria, where university 
instructors encounter distinct obstacles. The educational 
sector in this region is frequently marked by insufficient 
infrastructure, demanding workloads, and restricted 
resources, all of  which lead to elevated stress levels 
among lecturers (Ogunyemi & Alawode, 2022). Given the 
circumstances, the capacity of  sports to alleviate stress 
and enhance job performance becomes increasingly 
crucial. Nevertheless, despite the acknowledged 
advantages of  engaging in physical activity, there is a 
scarcity of  empirical studies that particularly investigate 
the correlation between participating in sports and the 
job performance of  university teachers in this particular 
state. 

Statement of  the Problem
Universally, university lecturers frequently encounter 
substantial stresses, such as extensive teaching 
commitments, research requirements, and administrative 
duties. The aforementioned pressures can result 
in elevated stress levels, burnout, and reduced job 
performance, ultimately affecting the caliber of  education 
and research productivity. Although several techniques 
have been proposed to address these difficulties, there is 
a scarcity of  research investigating the potential of  sports 
involvement as a solution. Although the positive effects 
of  physical activity on mental and physical health are 
widely acknowledged, there is limited understanding of  
how regular participation in sports may impact the job 
performance of  university instructors. 
The absence of  research in this area is a significant 
problem since comprehending the connection between 
sports involvement and job performance could provide 
valuable insights for creating successful interventions 
to improve the well-being and productivity of  academic 
personnel. 
This study aims to fill the gap in empirical information 
about the impact of  sports activity on the job performance 
of  university professors in Rivers State. Universities 
may fail to recognize a potentially effective approach 
to enhancing professor performance and well-being 

if  they lack this expertise. This study aims to examine 
this correlation, offering valuable insights that could 
contribute to the development of  more effective support 
systems for lecturers and, consequently, enhancements in 
the general standard of  higher education in the State. 

Research Questions
1. To what extent does sport participation influence the 

job performance of  university lecturers in Rivers State?
2. How does regular participation in sport activities 

impact the physical health and well-being of  university 
lecturers in Rivers State?

3. What is the relationship between sport participation 
and stress management among university lecturers in 
Rivers State?

4. Does participation in sport activities contribute to 
enhanced cognitive function and mental rejuvenation 
among university lecturers in Rivers State?

5. How do social interactions and teamwork foster 
through sport participation affect the job satisfaction and 
work environment of  university lecturers in Rivers State?

Hypotheses
1. H1: There is a significant positive relationship 

between sport participation and job performance among 
university lecturers in Rivers State.

2. H2: Regular participation in sports activities 
significantly improves the physical health and overall 
well-being of  university lecturers in Rivers State.

3. H3: Sport participation significantly reduces stress 
levels among university lecturers in Rivers State.

4. H4: Participation in sport activities leads to enhanced 
cognitive function and mental rejuvenation among 
university lecturers in Rivers State.

LITERATURE REVIEW
The advantages of  engaging in sports are well 
acknowledged, since they involve several benefits such 
as improved physical health, enhanced mental well-being, 
and increased social engagement. These advantages are 
especially applicable to university lecturers, who often 
experience significant levels of  stress as a result of  the 
extensive requirements of  their positions, which include 
teaching, research, and administrative duties. Participating 
in sports can be a crucial means of  alleviating stress and 
revitalizing the mind, which are vital for preserving both 
personal health and professional productivity.

Physical health benefits
Engaging in sports regularly has been proven to greatly 
enhance physical well-being, which is a crucial aspect of  
total job effectiveness. Warburton and Bredin (2019) assert 
that participating in physical activities, such as sports, 
can result in improved cardiovascular health, heightened 
muscular strength, and enhanced flexibility. These 
physical enhancements lessen the probability of  illness, 
hence reducing absenteeism and increasing the energy 
levels required for the hard responsibilities that university 



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Am. J. Phys. Educ. Health Sci. 3(1) 1-10, 2025

instructors encounter on a regular basis. Moreover, 
the World Health Organization (2023) highlights that 
engaging in regular physical activity, including sports, can 
effectively reduce the risk of  non-communicable diseases 
such as hypertension and diabetes, which are commonly 
found in those leading sedentary lives.

Mental well-being
The mental health advantages of  participating in sports 
are equally substantial. Engaging in physical activity 
has been associated with the secretion of  endorphins, 
which are recognized for their ability to enhance mood 
and alleviate stress (Biddle & Asare, 2023). Regular 
engagement in sports can bolster the mental resilience, 
enhance focus, and promote healthier sleep patterns for 
university teachers, who frequently face high cognitive 
demands and stress in their work. A study conducted by 
Lee et al. (2021) suggests that lecturers who participate in 
consistent physical exercise experience reduced levels of  
stress and anxiety, leading to enhanced job performance 
and job satisfaction.

Social interaction and support
In addition to the advantages it offers for physical and 
mental well-being, participating in sports also promotes 
social engagement and a feeling of  belonging to a 
community, both of  which are essential for emotional 
welfare and receiving professional assistance. Engaging 
in social interactions within sports settings can improve 
teamwork and communication abilities, which can 
be applied to the academic context (Putukian, 2016). 
As per the findings of  Eime et al. (2013), engaging in 
sports offers chances for social interaction, fostering 
closer relationships among colleagues and creating a 
more supportive work atmosphere. University teachers, 
who frequently experience isolation as a result of  the 
independent nature of  their research, find this particularly 
significant. Engaging in sporting activities and receiving 
social support can result in increased job satisfaction and 
a more favorable equilibrium between work and personal 
life, ultimately improving job performance.

Stress relief  and mental rejuvenation
The capacity of  sports to function as a stress-alleviating 
mechanism is of  great significance, particularly for persons 
engaged in high-stress occupations such as academia. 
Stults-Kolehmainen and Sinha (2014) conducted a study 
which found that engaging in physical activity is highly 
helpful in lowering stress and enhancing mental well-
being. Engaging in sports can serve as a valuable respite 
for university professors, offering a necessary reprieve 
from the demanding nature of  academic life. This enables 
them to resume their work with revitalized concentration 
and vigor. Ensuring mental refreshment is essential for 
sustaining optimal levels of  productivity and creativity in 
the fields of  education and research.

Impact on job performance
Various studies have examined the connection between 
sports engagement and job performance, consistently 
finding a positive link. In a study conducted by Jung and 
Hwang (2020), it was discovered that employees who 
participate in consistent physical exercise, such as sports, 
generally exhibit superior job performance, enhanced 
time management abilities, and increased job satisfaction. 
University professors, who frequently handle several 
tasks, can immediately improve their job performance by 
engaging in sports, which promote cognitive function and 
stress management. 
The existing body of  data repeatedly affirms that 
university instructors derive substantial advantages from 
participating in sports, encompassing not just physical 
health but also mental well-being and social support. These 
characteristics enhance job performance by mitigating 
stress, enhancing cognitive function, and cultivating a 
more supportive work atmosphere. Considering the 
challenging nature of  academic positions, integrating 
sports into the daily routines of  lecturers could be a smart 
method for improving their overall job performance and 
well-being. 

MATERIALS AND METHODS
This study adopts a descriptive survey research design, 
which is appropriate for exploring the relationship 
between sports participation and job performance among 
university lecturers. The design allows for the collection of  
both quantitative and qualitative data to comprehensively 
understand the impact of  sports on various aspects of  
job performance.The population for this study consists 
of  university lecturers in Rivers State, Nigeria. The study 
targets lecturers from three major universities in the state: 
the University of  Port Harcourt, Rivers State University, 
and Ignatius Ajuru University of  Education. These 
institutions were selected due to their size, diversity of  
academic disciplines, and representation of  the broader 
academic environment in Rivers State.
A sample size of  200 lecturers was determined using 
a stratified random sampling technique to ensure 
representation across different faculties and departments 
within the selected universities. The sample was stratified 
based on factors such as academic rank, gender, and 
department to capture a diverse range of  experiences and 
perspectives. Out of  the 200 lecturers, 180 completed 
the survey, and 20 participated in in-depth interviews. 
Two primary instruments were used for data collection: 
A structured questionnaire was developed to gather 
quantitative data on sports participation, job performance, 
physical health, mental well-being, and job satisfaction. 
The questionnaire consisted of  both closed and open-
ended questions. It was divided into sections that covered 
demographics, frequency and type of  sports participation, 
self-reported job performance, and perceived benefits of  
sports participation. An interview guide was designed to 



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facilitate in-depth interviews with a subset of  20 lecturers. 
The interviews aimed to explore lecturers’ personal 
experiences with sports participation, the challenges they 
face in maintaining an active lifestyle, and the perceived 
impact of  sports on their job performance and well-being.
The validity of  the instruments was ensured through 
expert review. The questionnaire and interview guide 
were reviewed by experts in sports science, psychology, 
and educational research to ensure that the questions 
were clear, relevant, and comprehensive. A pilot study 
was conducted with 20 lecturers not included in the final 
sample to test the reliability of  the questionnaire. The 
Cronbach’s alpha coefficient was calculated to assess the 
internal consistency of  the items, with a value of  0.82 
indicating good reliability.
Data collection was carried out over a period of  six weeks. 
The questionnaires were distributed to the selected lecturers 
via email and in person, with follow-ups conducted to 
ensure a high response rate. The in-depth interviews 
were conducted face-to-face at a location convenient for 
the participants. Each interview lasted approximately 45 
minutes and was recorded with the participants’ consent 
for subsequent transcription and analysis.
Quantitative data collected from the questionnaires were 
analyzed using descriptive statistics (mean, frequency, 
and percentage) and inferential statistics (Chi-square) to 
examine the relationship between sports participation 
and job performance. The Statistical Package for the 
Social Sciences (SPSS) software was used for this 
analysis while qualitative data from the interviews were 
analyzed thematically. The transcripts were coded to 
identify recurring themes related to the benefits of  sports 
participation, challenges faced by lecturers, and the 
perceived impact on job performance. These themes were 
then compared with the quantitative findings to provide 
a comprehensive understanding of  the study’s outcomes.

Table 1: Demographic information of  Respondents
S/NO Variable Categories Percentage

1 Gender Male 60%
Female 40%

2 Age 25-34 years 30%
35-44 years 35%
45-54 years 25%
55 years and above 10%

3 Academic 
Rank

Assistant Lecturer 20%
Lecturer II 25%
Lecturer I 20%
Senior Lecturer 15%
Associate
Professor

10%

Professor 10%
Total 100%

Table 2:  Extent to which sports participation influence 
the job performance of  University lecturers in Rivers 
State
S/NO Variable Categories Percentage

1 Frequency
of  Partici-
pation

Daily 15%
3-4 times a week 40%
1-2 times a week 35%
Rarely 10%

2 Type of  
Sports
Activities

Team sports
(e.g., football,
basketball)

50%

Individual sports 
(e.g., tennis,
badminton)

25%

Aerobic exercises 
(e.g., running,
swimming)

55%

Others (Specify) 10%
Total 100%

RESULTS AND DISCUSSIONS
The demographic information of  respondents, as 
presented in Table 1 above, reveals a diverse group of  
university lecturers in Rivers State. The majority of  
respondents are male (60%), with a smaller percentage 
being female (40%). Age distribution indicates that most 
lecturers fall within the 35-44 years range (35%), followed 
by those aged 25-34 years (30%) and 45-54 years (25%), 
with a smaller representation of  those aged 55 years and 
above (10%). In terms of  academic rank, the largest group 
consists of  Lecturer II (25%) and Assistant Lecturer 
(20%), while Senior Lecturers, Associate Professors, and 
Professors together account for 35% of  the respondents. 
This distribution reflects a broad range of  experiences 
and perspectives within the academic community, which 
can provide valuable insights into the study on the 
influence of  sports participation on job performance.

Table 2 provides insights into the extent of  sports 
participation among university lecturers in Rivers State 
and its potential influence on their job performance. The 
data shows that a significant portion of  lecturers engage 
in sports activities regularly, with 40% participating 3-4 
times a week, and 35% engaging 1-2 times a week. Only 
a small percentage (10%) participate rarely, while 15% 
are active daily. In terms of  the types of  sports activities, 
aerobic exercises like running and swimming are the most 
popular (55%), followed by team sports such as football 
and basketball (50%). Individual sports like tennis and 
badminton are engaged in by 25% of  the respondents, 
and 10% participate in other forms of  physical activity. 
This regular engagement in various sports suggests that 
a majority of  lecturers incorporate physical activity into 
their routines, which could positively influence their job 
performance by enhancing their physical and mental well-
being. 



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Table 3: Meanrating of  the impact of  regular participation in sports activities on the physical health and well-being 
of  university lecturers in Rivers State
S/NO Statement SA A D SD x
1 Regular participation in sports has 

improved my physical fitness.
135 (67.5%) 58 (27.3%) 3 (1.5%) 4 (1.7%) 3.6

2 I feel more energetic and less fatigued due 
to my involvement in sports.

83 (41.5%) 112 (56%) 3 (1.5%) 2 (1%) 3.38

3 Sports participation has helped me 
maintain a healthy weight.

120 (60%) 71 (35.5%) 8 (4%) 1 (0.5%) 3.55

4 I experience fewer health issues (e.g., 
hypertension, diabetes) since I started 
engaging in sports.

124 (62%) 54 (27%) 16 (8%) 6 (3%) 3.48

Grand mean 3.50

Table 4: Mean rating of  the relationship between sports participation and stress management among university 
lecturers in Rivers State
S/NO Statement SA A D SD x
1 Sports participation helps me reduce 

stress and anxiety.
64 (32%) 108 (54%) 21(10.5%) 7 (3.5%) 3.15

2 Engaging in sports enhances my mood 
and overall mental well-being.

88 (44%) 87 (43.5%) 19 (9.5%) 6 (3%) 3.28

3 I find it easier to concentrate on my 
academic tasks after participating in 
sports.

6(33.5%) 117 (58.5%) 13 (6.5%) 3 (1.5%) 3.24

4 My sleep quality has improved as a result 
of  regular sports participation.

80 (40%) 82 (41%) 32 (16%) 6 (3%) 3.18

Grand mean 

Table 5: Meanrating of  the contribution of  Sports Participation to Enhanced Cognitive Function and Mental 
Rejuvenation among University Lecturers in Rivers State
S/NO Statement SA A D SD x
1 Sports participation has positively 

impacted my teaching effectiveness.
76 (38%) 97 (48.5%) 21 (10.5%) 6 (3%) 3.23

Table 3 illustrates the impact of  regular sports 
participation on the physical health and well-being of  
university lecturers in Rivers State, as measured by their 
agreement with several key statements. The majority of  
respondents strongly agree or agree that regular sports 
participation has significantly improved their physical 
fitness, with a mean score of  3.6, indicating a strong 
positive impact. Similarly, 97.5% of  the lecturers feel 
more energetic and less fatigued due to their involvement 

in sports, reflected in a mean score of  3.38. Maintaining 
a healthy weight is another noted benefit, with 95.5% 
agreeing, yielding a mean score of  3.55. Additionally, 
89% of  the respondents report experiencing fewer health 
issues, such as hypertension and diabetes, since engaging 
in sports, with a mean score of  3.48. The grand mean 
of  3.50 across all statements indicates a generally high 
perception of  the positive effects of  sports participation 
on physical health and well-being among the lecturers. 

Table 4 presents the relationship between sports 
participation and stress management among university 
lecturers in Rivers State, with percentages providing 
further clarity on the distribution of  responses. A 
majority of  respondents (86%) agree or strongly agree 
that sports participation helps reduce stress and anxiety, 
reflected in a mean score of  3.15. Additionally, 87.5% of  
lecturers feel that engaging in sports enhances their mood 
and overall mental well-being, leading to a mean score 
of  3.28. The data also shows that 92% of  respondents 

agree or strongly agree that sports participation improves 
their concentration on academic tasks, yielding a mean 
score of  3.24. Regarding sleep quality, 81% of  lecturers 
report improvements due to regular sports participation, 
resulting in a mean score of  3.18. The grand mean of  
3.21 across these statements suggests that sports play a 
significant role in managing stress and enhancing mental 
well-being, contributing positively to the overall job 
performance of  university lecturers.



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Am. J. Phys. Educ. Health Sci. 3(1) 1-10, 2025

2 I am more productive in my research 
activities due to my involvement in sports.

70 (35%) 97 (48.5%) 19 (9.5%) 9 (4.5%) 3.17

3 My ability to manage administrative 
responsibilities has improved with regular 
sports participation.

68 (34%) 117 (58.5%) 25 (12.5%) 8 (4%) 3.14

4 Overall, engaging in sports has enhanced 
my job satisfaction.

63 (31.5%) 82 (41%) 45 (22.5%) 10 (5%) 2.99

Grand mean 3.13

Table 5 explores the contribution of  sports participation 
to enhanced cognitive function and mental rejuvenation 
among university lecturers in Rivers State. The majority 
of  respondents (86.5%) agree or strongly agree that 
sports participation positively impacts their teaching 
effectiveness, with a mean score of  3.23. A similar trend 
is observed in research productivity, where 86.5% of  
respondents report increased productivity due to their 
involvement in sports, resulting in a mean score of  3.17. 
Additionally, 82.5% of  lecturers feel that their ability to 

manage administrative responsibilities has improved with 
regular sports participation, reflected in a mean score of  
3.14. Lastly, while a lower percentage (72.5%) agree that 
sports have enhanced their job satisfaction, this still results 
in a respectable mean score of  2.99. The grand mean of  
3.13 suggests that sports participation is perceived as 
beneficial for cognitive function, mental rejuvenation, 
and overall job performance among university lecturers, 
although the impact on job satisfaction is somewhat less 
pronounced compared to other areas. The summary of  

Table 7: How do social interactions and teamwork fostered through sports participation affect the job satisfaction 
and work environment of  university lecturers in Rivers State?

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table 7 revealed a consistent pattern across interviews, 
highlighting the positive impacts of  sports participation 
on university lecturers’ physical health, mental well-being, 
and job performance. Regular engagement in various 
physical activities, such as jogging, football, aerobics, and 
swimming, significantly improves fitness levels, reduces 
stress, and enhances mood, leading to better sleep quality. 
These benefits translate into increased energy and focus, 
thereby positively influencing teaching effectiveness and 

administrative efficiency. However, challenges like time 
management, access to facilities, and workload constraints 
persist. Recommendations include better access to sports 
facilities, flexible scheduling, and university-sponsored 
wellness programs, which could address these challenges 
and further enhance the benefits of  sports participation.

H1: There is no significant positive relationship 
between sports participation and job performance among 
university lecturers in Rivers State.

Table 8: Summary of  chi-square analysis of  mean ratings of  relationship between sports participation and job 
performance among university lecturers in Rivers State
Variable n x S.D df Cal. (χ²) Value Crit. (χ²)Value Decision
Sport participation 200 3.16 0.76 199 71.457 12.59 Rejected

The table presents the results of  hypothesis testing to 
determine the relationship between sports participation 
and job performance among university lecturers in Rivers 
State. With a sample size of  200 participants, the mean 
(x̅) score of  sports participation is 3.16, and the standard 
deviation (S.D) is 0.76. The degrees of  freedom (df) for 
the test is 199. The calculated chi-square (χ²) value is 
71.457, which is significantly higher than the critical chi-
square (χ²) value of  12.59 at a 0.05 significance level. Since 
the calculated value exceeds the critical value, the null 

hypothesis (H1), which states that there is no significant 
positive relationship between sports participation and job 
performance among university lecturers in Rivers State, 
is accepted. This suggests that while sports participation 
is prevalent, it may not significantly influence job 
performance to a measurable extent among the lecturers.
H2: Regular participation in sports activities does not 
significantly improve the physical health and overall well-
being of  university lecturers in Rivers State.

Table 9: Summary of  chi-square analysis of  mean ratings of  relationship betweensports participation and reduce 
stress levels among university lecturers in Rivers State.
Variable n x S.D df Cal. (χ²)

Value
Crit. (χ²)
Value

Decision

Regular participation 200 3.21 0.82 199 24.083 12.59 Rejected

The table shows the results of  a hypothesis test examining 
whether regular participation in sports activities 
significantly improves the physical health and overall 
well-being of  university lecturers in Rivers State. With a 
sample size of  200, the mean (x̅) score is 3.50, and the 
standard deviation (S.D) is 0.85. The degrees of  freedom 

(df) for this test are 199. The calculated chi-square (χ²) 
value is 24.083, which is significantly higher than the 
critical chi-square (χ²) value of  12.59 at a 0.05 significance 
level. Since the calculated value exceeds the critical value, 
the null hypothesis is rejected. This suggests that there is 
a significant positive relationship between regular sports 



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Am. J. Phys. Educ. Health Sci. 3(1) 1-10, 2025

Table 10: Summary of  chi-square analysis of  mean ratings of  relationship betweensports participation and reduce 
stress levels among university lecturers in Rivers State.
Variable n x S.D df Cal. (χ²)

Value
Crit. (χ²)
Value

Decision

Regular participation 200 3.21 0.82 199 19.635 12.59 Rejected

Table 11: Summary of  chi-square analysis of  mean ratings of  relationship betweensports participation and enhanced 
cognitive function and mental rejuvenation among university lecturers in Rivers State
Variable n x S.D df Cal. (χ²)

Value
Crit. (χ²)
Value

Decision

Regular participation 200 3.21 0.79 199 39.952 12.59 Rejected

The table presents the results of  a hypothesis test 
examining whether sports participation significantly 
reduces stress levels among university lecturers in Rivers 
State. With a sample size of  200 participants, the mean 
(x̅) score is 3.21, and the standard deviation (S.D) is 
0.82. The degrees of  freedom (df) for this test are 199. 
The calculated chi-square (χ²) value is 19.635, which is 
higher than the critical chi-square (χ²) value of  12.59 at a 
0.05 significance level. Since the calculated value exceeds 

the critical value, the null hypothesis (H3), which posits 
that sports participation does not significantly reduce 
stress levels among university lecturers, is rejected. This 
indicates that sports participation does have a significant 
positive effect on reducing stress levels among the 
lecturers, contributing to their overall mental well-being.

H4: Participation in sports activities does not lead to 
enhanced cognitive function and mental rejuvenation 
among university lecturers in Rivers State.

participation and the improvement of  physical health and 
overall well-being among university lecturers in Rivers 
State. The findings indicate that engaging in regular sports 
activities plays a crucial role in enhancing the physical and 

mental health of  lecturers, contributing positively to their 
overall well-being.

H3: Sports participation does not significantly reduce 
stress levels among university lecturers in Rivers State.

The table presents the results of  a hypothesis test 
evaluating whether participation in sports activities leads 
to enhanced cognitive function and mental rejuvenation 
among university lecturers in Rivers State. With a sample 
size of  200 participants, the mean (x̅) score for sports 
participation is 3.28, and the standard deviation (S.D) is 
0.79. The degrees of  freedom (df) for this test are 199. 
The calculated chi-square (χ²) value is 39.952, which is 
significantly higher than the critical chi-square (χ²) value 
of  12.59 at a 0.05 significance level. Since the calculated 
value exceeds the critical value, the null hypothesis (H4), 
which asserts that sports participation does not lead to 
enhanced cognitive function and mental rejuvenation, is 
rejected. This outcome suggests that engaging in sports 
activities significantly contributes to improved cognitive 
function and mental rejuvenation among university 
lecturers, further enhancing their overall job performance 
and well-being.

Discussion 
This study highlights the substantial influence of  sports 
involvement on multiple dimensions of  job performance 
and well-being among university professors in Rivers 
State. The data indicate that consistent participation in 
sports activities significantly contributes to improving the 
physical health, mental well-being, cognitive function, and 
overall job performance of  lecturers, which is consistent 
with other studies in this field. 
A noteworthy discovery is the direct relationship between 

consistent engagement in athletics and enhancements 
in bodily well-being. The chi-square value of  24.083, 
which is much greater than the crucial threshold of  
12.59, suggests that lecturers who participate in sports 
experience enhanced physical fitness, heightened energy 
levels, and improved overall health. This discovery aligns 
with the current body of  research, indicating that engaging 
in regular physical activity is crucial for preserving and 
improving physical well-being, especially in demanding 
occupations such as academics (Warburton & Bredin, 
2017). Enhanced physical health not only encompasses 
physical fitness but also encompasses heightened energy 
levels, which are vital for effectively managing the various 
tasks of  teaching, research, and administrative chores. 
The study revealed that engaging in sports not only 
improves physical health, but also has a substantial 
impact on reducing stress levels among instructors. The 
chi-square analysis yielded a result of  19.635, significantly 
beyond the crucial threshold of  12.59. Consequently, the 
null hypothesis that sports involvement does not decrease 
stress is rejected. Research has demonstrated that physical 
activity is a highly effective method for alleviating stress. It 
achieves this by triggering the production of  endorphins, 
enhancing mood, and offering a healthy means of  
managing stress (Stults-Kolehmainen & Sinha, 2014). 
Engaging in sports can be a vital method for university 
teachers to preserve their mental health and well-being, 
considering the significant stress they regularly experience 
owing to the demands of  their career. 



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Am. J. Phys. Educ. Health Sci. 3(1) 1-10, 2025

Moreover, the study emphasizes the substantial influence 
of  engaging in sports on cognitive performance and 
mental revitalization.
The chi-square value of  39.952, when compared to the 
crucial value of  12.59, indicates that lecturers who engage 
in athletic activities have improved cognitive function and 
mental clarity. This discovery aligns with the wider range 
of  studies that suggest a connection between physical 
activity and enhanced cognitive functions, such as 
improved memory, attention, and problem-solving ability 
(Hillman et al., 2008). In the academic setting, where there 
is a high level of  cognitive demands, the significance of  
sports in preserving and improving mental sharpness 
cannot be exaggerated. 
Sports activity had a positive impact on the overall job 
performance of  university instructors. Lecturers who 
frequently participate in athletic activities reported 
enhanced teaching efficacy, increased research output, 
improved administrative efficiency, and more job 
contentment. The results are consistent with research 
indicating that engaging in physical activity improves 
job performance by boosting concentration, efficiency, 
and overall job contentment (Schultz et al., 2019). The 
dismissal of  the initial hypothesis, which posits that there 
is no substantial correlation between sports involvement 
and job performance, underscores the significance of  
integrating physical activities into the daily schedules of  
university lecturers. 
The results of  this study offer compelling proof  that 
engaging in sports is an essential aspect of  the physical 
and mental health, as well as the professional productivity, 
of  university teachers in Rivers State. The notable 
enhancements in physical well-being, stress regulation, 
cognitive abilities, and overall work productivity emphasize 
the significance of  encouraging academic personnel to 
engage in athletic activities. By incorporating regular 
physical activities into their daily schedules, lecturers can 
not only boost their personal health and well-being but 
also enhance their professional efficacy, thereby leading 
to a more productive and healthy academic atmosphere. 

CONCLUSION 
It is evident that engaging in sports activities has a 
multitude of  positive effects on university lecturers in 
Rivers State. From improved physical health to enhanced 
cognitive function, participating in sports has been proven 
to greatly benefit lecturers in all aspects of  their lives. 
Not only does it lead to a healthier lifestyle and reduced 
stress levels, but it also results in better job performance, 
job satisfaction, and overall effectiveness in their roles as 
educators, researchers, and administrators. These findings 
highlight the crucial role of  promoting sports among 
academic staff, as it ultimately leads to a more vibrant and 
productive academic community

Recommendations
Based on the findings of  this study, the following 
recommendations are proposed:

1. Universities should establish and promote regular 
sports and wellness programs specifically tailored for 
academic staff, encouraging consistent participation to 
enhance physical health and reduce stress levels.

2. Institutions should consider implementing flexible 
work schedules or designated times for physical activities, 
allowing lecturers to incorporate sports into their daily 
routines without conflicting with their professional 
responsibilities.

3. Universities should invest in and provide easy access 
to well-maintained sports facilities and equipment, 
ensuring that lecturers have the necessary resources to 
engage in a variety of  physical activities.

4. Initiate awareness campaigns that highlight 
the cognitive and mental health benefits of  sports 
participation, encouraging lecturers to view physical 
activity as an essential component of  their overall well-
being and job performance.

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