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American Journal of  Physical Education 
and Health Science (AJPEHS)

Effects of  Sport Participation on the Lifestyle of  Secondary School Adolescents in Uyo 
Metropolis

Udeme, Bassey1*, Ochor, Daniel Chinonso1

Volume 2 Issue 2, Year 2024
ISSN: 2992-9679 (Online) 

DOI: https://doi.org/10.54536/ajpehs.v2i2.3644
https://journals.e-palli.com/home/index.php/ajpehs

Article Information ABSTRACT

Received: August 18, 2024

Accepted: September 21, 2024

Published: November 23, 2024

This study investigates the effects of  sports participation on the lifestyle of  secondary school 
adolescents in Uyo Metropolis. Guided by three research questions, the study focuses on the 
impact of  sports participation on the physical health, social behaviors, peer relationships, 
academic performance, and discipline of  adolescents. The target population comprises all 
secondary school students in Uyo Metropolis, with a sample size of  200 respondents selected 
through a stratified random sampling technique. A structured questionnaire was used as 
the primary data collection instrument, and data were analyzed using descriptive statistics 
(mean, standard deviation, and percentages).Findings reveal a significant positive effect of  
sports participation on the physical health of  adolescents, as it enhances physical fitness and 
reduces the risk of  obesity. Additionally, sports participation improves social behaviors, peer 
relationships, teamwork, and leadership skills while positively influencing academic discipline 
and performance. However, barriers such as lack of  facilities, gender disparities, and societal 
attitudes were identified as hindrances to effective sports participation. The study concludes 
that sports participation is vital for holistic adolescent development, recommending schools 
and policymakers create an enabling environment that encourages more students to engage 
in sports. Further research is suggested to explore the long-term impact of  specific sports 
and address gender-specific participation barriers. 

Keywords
Adolescents,  Lifestyle, Physical 
Activity, Social Interaction,
Sports 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 
Teenage sports engagement has long been understood 
to be essential for promoting social, psychological, and 
physical development. Sports can offer an organized 
setting that fosters social interaction, physical fitness, and 
emotional resilience during adolescence, a crucial time for 
personal development. Several studies have demonstrated 
how athletics can help teenagers enhance their motor 
abilities, lower their risk of  obesity, and improve their 
cardiovascular health (Strong et al., 2005). Regular sports 
engagement has also been connected to enhanced mood, 
increased vitality, and better sleep patterns (Biddle & 
Asare, 2011). Growing support for sports programs in 
secondary schools in Uyo Metropolis has resulted from a 
greater understanding of  these advantages and an effort 
to encourage young people to lead healthy lifestyles.
Participation in sports has a big impact on how teenagers 
behave and develop their social skills. Teenagers that 
participate in sports acquire important life lessons like 
cooperation, discipline, teamwork, and leadership that 
they can use in other spheres of  their lives, like school 
and relationships with others. Participating in organised 
sports is linked to improved social skills and decreased 
antisocial behaviour, according to Eime et al. (2013). This 
is especially crucial in the context of  Uyo, where teenage 
behaviour is greatly influenced by peer pressure and 
cultural norms. Playing sports can give kids a healthy outlet 
and foster an environment where they can form positive 
relationships and learn how to resolve disagreement and 
compete well.

Adolescents’ psychological health, including their sense 
of  self-worth, self-concept, and emotional control, has 
also been linked to sports engagement. Compared to 
their peers who do not participate in physical activities, 
adolescents who regularly engage in physical activities 
report lower levels of  anxiety and depression and higher 
levels of  confidence (Lubans et al., 2016). Teenagers can 
develop their resilience, learn to accept failure, and create 
and accomplish personal objectives through sports—all 
skills that are essential for overcoming the difficulties of  
puberty. In Uyo Metropolis, where youth mental health 
problems are frequently underreported, encouraging 
athletics can be a useful tactic to improve the mental and 
general wellbeing of  the youth.
A further important topic of  research is the connection 
between involvement in sports and academic 
achievement. Research indicates that kids who engage 
in physical activity are more likely to exhibit enhanced 
focus, memory, and classroom behaviour, all of  which 
can lead to better academic results (Singh et al., 2012). In 
the context of  Uyo Metropolis, including sports in the 
curriculum could aid in addressing the difficulties many 
secondary school students have in their academic studies. 
In addition, schools with well-run athletic departments 
typically cultivate learning environments that strike a 
balance between extracurricular and academic pursuits, 
providing students with opportunities for all-around 
growth.
Even with these advantages, many obstacles prevent 
teenagers in Uyo Metropolis from playing sports. 



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Participation levels can be greatly impacted by elements 
including poor infrastructure, a lack of  access to good 
coaching, gender bias, and social perceptions of  sports 
(Okeke et al., 2020). To effectively establish strategies and 
programs to promote sports among secondary school 
students, it is imperative to comprehend these barriers. 
Therefore, the purpose of  this study is to investigate 
how teenage sports engagement affects their lifestyle 
in Uyo Metropolis, taking into account their physical, 
social, psychological, and intellectual needs. The results 
will offer insightful information about how sports might 
be used to improve the development and wellbeing of  
adolescents in the area.

Statement of  the Problem
Adolescence serves as the basis of  an individual’s general 
well-being throughout their life. Adolescence is a crucial 
period of  development marked by the onset rapid 
physical, psychological and social changes. This is a stage 
when forming good habits like routine exercise, eating 
proper meals at regular intervals along with meditation can 
provide one the biggest jump start for their growth and 
most important term of  one’s life. Having a healthy lifestyle 
in adolescence can lower the risk of  contracting chronic 
diseases such as obesity, diabetes and cardiovascular 
disease. It also helps to reduce the chances of  anxiety, 
depression and many other mental disorders. In addition, 
participating in positive activities such as sports and play 
recreation that are opportunities for social interactions 
also promotes important life skills (e.g.: teamwork, 
communication skill building) 297 298. These are critical 
skills necessary for academic outcomes, social adaptation 
and self-fulfillment. In addition, living a healthy life gives 
adolescents an essential self-esteem and body image that 
are important for confidence in themselves and social 
competence. In essence, being healthy during adolescence 
is necessary in preparing for the future of  an individual’s 
health and well-being. Introduction Participation in 
sports has been well documented to improve the physical 
health, psychological well-being, social integration 
and thus academic success of  adolescents; yet there 
is no focused research on how these benefits manifest 
themselves within Uyo Metropolis. The adolescents in 
this region deal with special socio-cultural and economic 
situations which might affect their participation in sports; 
thus, reflecting on them for a lifetime. This study on the 
effects of  sports participation toward lifestyle among 
adolescents in Uyo Metropolis is important as it could 
give information on the impact moving along with 
engagements to involvement in efficiency and active 
activities would have physical fitness, mental strength, 
socializing skills and academic performances change 
their lives. Moreover, such insights may help educators 
and policmakers create targeted policies and programs to 
promote sports as a way of  developing healthy lifestyles 
or curbing juvenile delinquency among young people, 
while supporting youth development strategies in general. 
This localized knowledge is important because without it, 

there may be a failure to appreciate sport as a tool for the 
transformation of  young people in Uyo and consequently 
missed opportunities that can lead youth sports toward 
addressing societal problems.

Aim of  the Study
The major aim of  the study is to examine the effects of  
sport participation on the lifestyle of  secondary school 
adolescents in Uyo Metropolis.

Research Questions 
The following research questions guided the study:

1. What is the effect of  sport participation on the 
physical health of  secondary school adolescents in Uyo 
Metropolis?

2. What is the influence of  sport participation on social 
behaviors and peer relationships of  secondary school 
adolescents in Uyo Metropolis?

3. How does sport participation affect the academic 
performance and discipline of  secondary school 
adolescents in Uyo Metropolis?

LITERATURE REVIEW
Benefits of  Sports Participation for Physical Health
Playing sports has a well-established positive effect on 
teenagers’ physical health, as it increases fitness, lowers 
the risk of  obesity, and improves overall health outcomes. 
Regular participation in sporting activities has been 
linked to improvements in muscular strength, flexibility, 
cardiovascular endurance, and body composition, 
according to studies (Janssen & LeBlanc, 2010). By 
burning calories, increasing metabolism, and developing 
lean muscle mass, sports participation aids teenagers in 
maintaining a healthy weight. This is important because 
obesity is becoming a rising global health concern among 
young people (Tremblay et al., 2011). Sports-related 
physical activity increases bone density and lowers 
the incidence of  osteoporosis in later life, according 
to Strong et al. (2005). In addition, frequent sports 
engagement has been associated with reduced blood 
pressure and enhanced lipid profiles, both of  which are 
crucial markers of  cardiovascular well-being (Andersen 
et al., 2006). Adolescents who participate in sports are 
more likely to form lifelong physical activity habits, which 
can lower the risk of  chronic diseases including type 2 
diabetes and some malignancies, according to the Centres 
for Disease Control and Prevention (CDC) (2020). As a 
result, by encouraging fitness and reducing obesity and 
related health problems, sports involvement is essential 
for promoting the physical health of  teenagers.

Emotional and Psychological Advantages
Adolescents who participate in sports get significant 
psychological and emotional benefits that impact their 
general emotional well-being, stress management, 
and sense of  self-worth. Several studies demonstrate 
how playing sports can provide teenagers a sense 
of  accomplishment, physical confidence, and social 



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recognition—all of  which can greatly increase their sense 
of  self-worth and self-esteem (Ekeland et al., 2005). Bailey 
(2006) states that playing sports aids in the development 
of  coping mechanisms and resilience in teenagers, both 
of  which are critical for stress and anxiety management. 
Because physical exertion releases endorphins and other 
neurochemicals, sports participation has been linked 
to decreased levels of  depression, increased mood, 
and better stress management (Lubans et al., 2016). 
Additionally, sports give people a positive way to express 
their emotions and a sense of  community, which lowers 
feelings of  loneliness and increases emotional stability 
(Holt et al., 2011). During adolescence, a time marked by 
profound emotional and psychological transformations, 
this is especially crucial. Biddle and Asare’s (2011) meta-
analysis confirmed the significance of  sports in improving 
emotional well-being by demonstrating a consistent 
correlation between physical activity, including sports, 
and a decrease in symptoms of  anxiety and depression.

Effects on Behaviour and Society
Adolescents’ social and behavioural development is 
significantly impacted by sports participation, which 
has an impact on leadership, teamwork, and peer 
relationships. According to Smith et al. (2010), sports 
give teenagers a social platform where they can engage, 
work together, and create bonds with their classmates. 
This promotes a feeling of  community and belonging. 
Particularly when it comes to teaching fundamental social 
skills like empathy, cooperation, communication, and 
conflict resolution, team sports are invaluable (Eccles 
et al., 2003). According to studies, teenagers who play 
sports have a higher chance of  becoming leaders and 
exhibiting prosocial traits like respect and assistance to 
others, both on and off  the pitch (Bruner et al., 2017). 
The disciplined atmosphere of  sports also fosters self-
control, self-discipline, and rule compliance, all of  which 
are essential for behavioural development, claim Fredricks 
and Eccles (2006). Furthermore, by offering a controlled 
atmosphere and positive social impacts, sports can act 
as a preventive intervention against delinquency and 
dangerous behaviours (Gardner et al., 2009). As a result, 
playing sports is a great way for teenagers to improve 
their social and behavioural skills.

Participation in Sports and Academic Performance
Numerous studies have examined the connection between 
teenage athletic involvement and academic achievement, 
and the results show that the two are positively correlated. 
According to research, playing sports is linked to increased 
focus, cognitive function, and academic discipline, all 
of  which contribute to better academic performance 
(Singh et al., 2012). Sports and other physical activities 
can improve brain function and cognition by encouraging 
neurogenesis and boosting blood flow to the brain, both 
of  which are good for memory and learning, according 
to Trudeau and Shephard (2008). According to Stein et 
al. (2013), student-athletes frequently exhibit superior 

levels of  self-control, time management, and goal-
setting abilities that translate to academic environments. 
According to a research by Carlson et al. (2008), kids 
who engaged in regular physical activity including sports 
performed better on reading, arithmetic, and science 
standardized assessments. Because athletes feel more a 
part of  the school community, playing sports can also 
increase student involvement and lower dropout rates 
(Fredricks & Eccles, 2006). Consequently, playing sports 
improves teenagers’ academic performance by developing 
abilities that support academic success, in addition to 
their physical and mental health.

Barriers to Sports Participation
Even though playing sports has many advantages, there 
are a number of  obstacles that keep teenagers from 
participating, such as a lack of  facilities, gender inequalities, 
and societal perceptions. Research suggests that 
insufficient sports facilities and infrastructure in schools, 
especially in developing nations, restrict teenagers’ ability 
to participate in sports on a regular basis (Eime et al., 
2013). Gender differences are especially important since 
preconceptions and societal conventions frequently deter 
girls from playing sports, which results in lower levels of  
involvement among female adolescents (Staurowsky et al., 
2015). Additionally, cultural attitudes and beliefs can either 
encourage or discourage participation in sports; in certain 
cultures, sports are not seen as important, and parents 
might not push their kids to be physically active (Vella et 
al., 2014). Adolescents from disadvantaged backgrounds 
may find it difficult to participate in sports due to financial 
obstacles including the price of  training programs and 
equipment (Dagkas & Armour, 2012). According to 
a research by Allender et al. (2006), adolescents’ other 
obstacles to playing sports include safety concerns, a lack 
of  time owing to academic expectations, and a lack of  
support from parents and schools. In order to maximise 
the advantages of  sports engagement for all adolescents 
and to promote equal access to sports, it is imperative that 
these barriers be addressed.

MATERIALS AND METHOD
To effectively study the effects of  sports participation 
on the lifestyle of  adolescents in Uyo Metropolis, this 
research employed a descriptive survey research design. 
This design is suitable for understanding the current 
status, attitudes, and behaviors of  the participants 
regarding sports participation and its influence on their 
physical, psychological, social, and academic life. The 
study focused on secondary school adolescents within 
Uyo Metropolis, aiming to gather comprehensive data 
on their sports involvement and lifestyle outcomes. The 
study was conducted in Uyo Metropolis, the capital city of  
Akwa Ibom State, Nigeria. Uyo is a rapidly growing urban 
area with a diverse population and several secondary 
schools, making it a suitable location to examine the 
effects of  sports participation on adolescents. The 
metropolis offers various sporting facilities, both within 



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school environments and in the community, which are 
accessible to adolescents.The target population for this 
study consisted of  all adolescents enrolled in secondary 
schools within Uyo Metropolis. For the purpose of  this 
study adolescents are defined as individuals aged 12 
to 18 years. This population was chosen because they 
are at a developmental stage where lifestyle habits are 
being formed, and their involvement in sports could 
significantly impact their physical health, psychological 
well-being, social skills, and academic performance.
A sample size of  200 adolescents was selected from 
various secondary schools in Uyo Metropolis using a 
multi-stage sampling technique. In the first stage, schools 
were stratified into public and private categories. From 
each category, five schools were randomly selected to 
ensure representation across different socio-economic 
backgrounds. In the second stage, a simple random 
sampling technique was employed to select 20 students 
(10 males and 10 females) from each school to achieve 
gender balance and diversity within the sample.A 
structured questionnaire was developed as the primary 
instrument for data collection. The questionnaire 
consisted five sections. The questions werein Likert 
scale items to allow for quantitative analysis and in-depth 
insights into participants’ perceptions and experiences.
The questionnaire was validated by experts in sports 
science, psychology, and education to ensure content 
validity. A pilot study was conducted with 30 adolescents 
from a school in Eket LGA to test the reliability of  
the instrument. The Cronbach’s alpha coefficient was 
calculated to determine the internal consistency of  the 
questionnaire and a reliability index value of  0.70 was 
obtained.
Data collection involved administering the questionnaire 
to the selected participants during school hours. The 
researchers sought permission from school authorities 
and obtain informed consent from the participants and 
their guardians. The purpose of  the study was explained, 
and confidentiality was assured. The respondents were 
guided on how to fill out the questionnaire, and assistance 
were provided where necessary. The entire data collection 
process took about four weeks.The collected data was 
analyzed using descriptive statistical method. Descriptive 
statistics, such as frequencies, percentages, means, 
and standard deviationswere used to answer research 
questions and summarize the data. Ethical approval 
was obtained from the relevant ethical committee, and 
informed consent was secured from participants and 
their guardians. Participation in the study was voluntary, 

Table 1: Age Distribution of  Respondents
S/N Age Group 

(Years)
Frequency (n) Percentage (%)

1 10 - 12 30 15.0
2 13 - 15 90 45.0
3 16 - 18 80 40.0

Total 200 100.0

Table 2: Gender Distribution of  Respondents
S/N Gender Frequency (n) Percentage (%)

1 Male 110 55.0
2 Female 90 45.0

Total 200 100.0

and confidentiality was maintained by ensuring that no 
identifying information was collected. The data were 
used solely for research purposes, and participants had 
the right to withdraw from the study at any point without 
any consequences.

RESULTS  AND DISCUSSION
Among secondary school adolescents in Uyo Metropolis, 
age distribution of  the respondents who participated in 
the study on sports participation is presented at Table 1. 
The data shows that 45% (n=90) belonging to age group 
of  13-15 were major among the respondents. We can then 
see that the major of  sample belongs to early adolescence, 
which shows developmentally important life stage. Forty 
percent (n = 80) of  the respondents were aged between 
16 and 18 years, which was also remarkable in showing 
that adolescence — particularly mid to late teens’ sexual 
development—is suggested to be a crucial life stage for 
sports-conducive health lifestyles and developmental 
benefits. This group, 10-12 year-olds makes up 15% 
(n=30) of  total respondents but less than half  as many 
younger to middle adolescents just now starting into 
more formal sports activities. The distribution is written 
to maintain an equal representation across adolescent age 
groups allowing for inclusive perspective of  what sport 
can do or not in the physical, psychological, social and 
academic development.

Table 2 indicates that male patients accounted for 55% 
(n=110) of  the study sample, with females accounting 
for only a portion majority group of  them—45%( n=90). 
This is a distribution we often see in many sports studies 
across the country from historical and cultural factors 
that have an impact on general sport participation with 
men still being slight higher than females. The one place 
the voices are decently balanced in this survey, however 
is in terms of  gender indicating that there seems to be 
a fair representation from both genders. The balanced 
representation of  the sample should facilitate a deeper 
exploration on how sports participation impacts sport 
behavior in both genders which may help to highlight 
some gender-specific influences and barriers that hinder 
involvement in physical activities. Significant gender 
differences have emerged in athletic experiences among 
adolescents and the results highlight it is essential to 
account for these when evaluating sports’ influence on 
developmental trajectories of  lifestyle. 
Table 3 shows the number of  respondents for all class 
levels, indicating which academic stage they belong to in 
the secondary school system. Most of  the respondents 
were from Junior Secondary 2 with a higher percentage 
(30%, n =60), and followed by Junior Secondary 1 which 



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Table 3: Class Level Distribution of  Respondents
S/N Class Level Frequency 

(n)
Percentage 
(%)

1 Junior Secondary 1 40 20.0
2 Junior Secondary 2 60 30.0
3 Junior Secondary 3 50 25.0
4 Senior Secondary 1 30 15.0
5 Senior Secondary 2 20 10.0

Total 200 100.0

Table 5: Residential Area Distribution of  Respondents
S/N Residential Area Frequency (n) Percentage (%)

1 Urban 120 60.0
2 Suburban 50 25.0
3 Rural 30 15.0

Total 200 100.0

Table 4:  Type of  School Distribution of  Respondents
S/N Type of  School Frequency (n) Percentage (%)

1 Public School 140 70.0
2 Private School 60 30.0

Total 200 100.0

is similar to those at grade level, indicating that they are 
directly intermediate in their academic performance; 
however, only one-fifth of  the total number for each 
cohort. It is especially important as those junior 
secondary years are critical for solid academic and co-
curricular grounding. A smaller category of  the student 
body (15% [n=30]) was in Senior Secondary 1 while an 
even lower percentage constituted those who were in SS2, 
only about 10%. This distribution shows a marked focus 
on early to mid-secondary education, and these levels are 
important for understanding how sports participation 
affects students as they progress through their secondary 
school experience. The breakdown of  the home/school 
correlation by educational stage, while unorthodox and 
not driven by a specific theoretical rationale itself  in our 
case ensures that any effects will be conditionalized on 
tightness or looseness at school. 

Table 5 presents the distribution of  respondents based on 
their residential area. The data shows that 60% (n=120) 
of  the respondents live in urban areas, 25% (n=50) 
reside in suburban areas, and 15% (n=30) come from 
rural areas. This distribution highlights a predominance 
of  urban respondents, which may reflect greater access 
to sports facilities, organized sports programs, and 
extracurricular activities commonly available in urban 
settings. The suburban and rural respondents represent 
smaller proportions, suggesting potentially different 
levels of  access to sports opportunities and resources. 
The urban-rural contrast in residential areas provides 
valuable context for understanding how the availability 
and quality of  sports infrastructure and programs 
influence participation among adolescents in different 
environments. This distribution allows for an examination 
of  how residential area impacts sports involvement and 
related benefits.

Table 6: Mean and standard deviation rating of  sport participation amongsecondary school adolescents in Uyo 
Metropolis
Question Response Options Frequency (n) Percentage (%) Mean S.D

1. How often do you 
participate in sports 
activities?

Daily
2-3 times a week
Once a week
Rarely
Never

80
70
30
15
5

40.0%
35.0%
15.0%
7.5%
2.5%

1.78 0.87

2. What type of  sports do 
you participate in?

Football
Basketball
Athletics
(Running,
Jumping, etc.)
Volleyball
Swimming
Tennis
Others

130
100

90

50
40
30
20

65.0%
50.0%

45.0%

25.0%
20.0%
15.0%
10.0%

1.72 0.91

Table 4: Distribution of  Respondents by Type of  School 
Data show that 70% (n=140) respondents are from public 
schools and the rest of  them, 30% (n=60), private ones. 
The distribution implies that most of  the students are 
from public schools, which is a reflection of  the per entage 

and ratio between private institutions and public schools 
in Nigeria. The greater prevalence of  public schools may 
help us understand the patterns and difficulties in sports 
participation for those student-athletes from a wider 
socio-economic background. However, the 30% private 
school component paints a picture of  sports participation 
in an alternative educational setting that could point to 
disparities between available resources, facilities and 
extra-curricular opportunities. This type of  distribution, 
aid a comparative analysis between adolescents according 
to the school variable generates different possibilities 
for sports participation and all the previously exposed 
benefits. 



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What is the duration of  your 
sports participation each 
time?

Less than 30
minutes
30 minutes to 1
hour
1-2 hours
More than 2 hours

50

90

50
10

25.0%

45.0%

25.0%
5.0%

1.75 0.85

4. How would you rate the 
intensity of  your sports 
participation?

Low (e.g., walking, casual play)
Moderate (e.g., jogg ing, structured 
play)
High (e.g., compe titive sports,
rigorous training)

40
20

40

20.0%
60.0%

20.0%

2.00 0.85

5. What motivates you to 
participate in sports?

Fun and enjoyment
Health and fitness
Competition
Socialization with friends
Parental/Teacher encouragement
Others

130
110
80
100
70
10

65.0%
55.0%
40.0%
50.0%
35.0%
5.0%

1.70 0.88

The responses for sports involvement among adolescents 
in Uyo Metropolis are shown in Table 6 above. The 
data reveals that 40% of  the respondents engage in 
sports on a daily basis, while 35% participate in sports 
2-3 times a week. This indicates a significant degree of  
regular physical activity among the majority of  students. 
The average response for frequency of  participation 
is 1.78 with a standard deviation of  0.87, suggesting a 
general inclination towards regular engagement in sports. 
Football is the most prevalent sport, with a popularity 
rate of  65.0%, followed by basketball at 50.0% and 
athletics at 45.0%. This data indicates a clear inclination 
for team-based and track sports. The average for forms 
of  sports participation is 1.72, with a standard deviation 
of  0.91. This indicates that there is a wide range of  
sports choices among the respondents. The duration of  
involvement indicates that 45% of  individuals engage in 

sports for a period of  30 minutes to 1 hour. The mean 
duration is 1.75, with a standard deviation of  0.85, 
suggesting a moderate level of  activity duration. The 
level of  engagement is mostly moderate (60.0%), with an 
average of  2.00 and a standard deviation of  0.80. This 
indicates that the majority of  respondents are engaged in 
organized sports activities that are not excessively intense. 
The main reasons for participating in sports are primarily 
for enjoyment (65.0%) and for health and fitness (55.0%). 
The average score for these motivations is 1.70, with a 
standard deviation of  0.88, indicating the significant 
role of  fun and health advantages in driving sports 
involvement. The data presented here demonstrate the 
patterns and preferences in sports involvement among 
adolescents, highlighting the need of  consistently and 
variably engaging in physical activities.

Table 7: : Mean and standard deviation rating of  physical health outcomes of  sport participation on secondary 
school adolescents in Uyo Metropolis
Question Response Options Frequency (n) Percentage (%) Mean S.D

1. How would you describe your overall 
health status?

Excellent
Good
Fair
Poor

60
100
35
5

30.0%
50.0%
17.5%
2.5%

2.23 0.88

2. Have you noticed any changes in 
your body weight or fitness level since 
participating in sports?

Significant
improvement
Slight improvement
No change
Decline

80

90
25
5

40.0%

45.0%
12.5%
2.5%

1.90 0.85

3. How often do you experience fatigue or 
exhaustion after participating in sports?

Always
Often
Sometimes
Rarely
Never

10
50
90
40
10

5.0%
25.0%
45.0%
20.0%
5.0%

2.60 0.72

4. Do you have any health problems that 
prevent you from participating in sports?

Yes 
No

20
180

10.0%
90.0%

1.10 0.30



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Table 7 displays the physical health results associated 
with sports involvement among teenagers. 50.0% of  the 
participants said that their overall health status is good. 
The average rating for overall health status was 2.23, 
with a standard deviation of  0.88, suggesting that most 
participants had positive impressions of  their health. 
Regarding changes in body weight or fitness level, 40.0% 
of  participants reported a substantial improvement, while 
45.0% noted a minor improvement. The mean value was 
1.90, with a standard deviation of  0.85. These findings 
indicate that participating in sports has a good impact 
on both fitness and weight. The prevalence of  fatigue or 

exhaustion levels following sports activities is reported as 
45.0% occasionally and 25.0% often. The mean fatigue 
level is 2.60, with a standard deviation of  0.72, indicating 
a moderate to frequent occurrence of  fatigue. Ultimately, 
a staggering 90.0% of  participants indicate that they do 
not experience any health complications that hinder their 
involvement in sports. The average value is 1.10, with a 
standard deviation of  0.30, which suggests that health 
concerns are not a major obstacle for the majority of  
adolescents. This study emphasizes the positive influence 
of  sports on physical well-being while also showing 
prevalent issues associated with weariness.

Table 8: Mean and standard deviation rating of  psychological and emotional health outcomes of  sport participation 
on secondary school adolescents in Uyo Metropolis
Question Response Options Frequency (n) Percentage (%) Mean Standard 

Deviation

1. How does participating in sports 
make you feel emotionally?

Very happy
Happy
Neutral
Unhappy
Very unhappy

80
70
30
15
5

40.0%
35.0%
15.0%
7.5%
2.5%

2.08 0.99

2. To what extent has sports 
participation helped you manage 
stress?

To a great extent
To some extent
Not sure
Very little
Not at all

90
70
25
10
5

45.0%
35.0%
12.5%
5.0%
2.5%

2.05 0.97

3. How has sports participation 
impacted your self-esteem?

Greatly improved
Slightly improved
No impact
Reduced
Greatly reduced

100
60
30
8
2

50.0%
30.0%
15.0%
4.0%
1.0%

1.83 0.88

4. Do you feel more confident 
interacting with peers due to your 
participation in sports?

Strongly agree
Agree
Neutral
Disagree
Strongly disagree

85
70
30
10
5

42.5%
35.0%
15.0%
5.0%
2.5%

2.12 1.05

Table 8 presents a comprehensive examination of  
the psychological and emotional effects linked to the 
engagement of  teenagers in sports. 40.0% of  the 
participants expressed a feeling of  “very happy” as 
a result of  their involvement in sports. The average 
emotional impact was measured at 2.08, with a standard 
deviation of  0.99, indicating that sports generally have 
a favorable effect on emotions. The impact of  sports 
on stress management is evident, as indicated by 45.0% 
of  participants reporting significant benefits. This is 
supported by a mean score of  2.05 and a standard 
deviation of  0.97. Regarding self-esteem, 50.0% of  the 
participants reported a significant improvement in their 
self-esteem. The average score was 1.83, with a standard 
deviation of  0.88, indicating that engaging in athletics 
had a positive impact on boosting self-confidence. 
Furthermore, a significant 42.5% of  individuals “strongly 
agree” that their engagement in sports enhances their 
confidence when dealing with peers, highlighting the 

substantial social advantages. This finding is supported by 
a mean score of  2.12 and a standard deviation of  1.05. In 
summary, these findings indicate that engaging in sports 
is linked to improved psychological and emotional well-
being among teenagers.
Table 9 presents a comprehensive examination of  the 
effects of  sports involvement on the social and intellectual 
aspects of  teenagers. 45.0% of  the participants “strongly 
agree” that sports have enhanced their teamwork abilities, 
as indicated by a mean of  2.07 and a standard deviation 
of  1.04. This suggests that sports are very successful in 
fostering teamwork skills. Similarly, 40.0% of  participants 
have expressed a strong agreement on the good influence 
of  sports on their leadership qualities. This is supported 
by a mean score of  2.15 and a standard deviation of  1.01, 
showing a significant and positive impact. In terms of  
academic performance, 40.0% of  respondents assessed 
the influence of  sports as “moderately positive,” with 
an average rating of  2.30 and a standard deviation of  



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Table 9: Mean and standard deviation rating of  social and academic impacts of  sport participation onsecondary 
school adolescents in Uyo Metropolis
Question Response Options Frequency (n) Percentage (%) Mean Standard 

Deviation

1. Do you believe sports participation 
has improved your ability to work in a 
team?

Strongly agree
Agree
Neutral
Disagree
Strongly disagree

90
70
25
10
5

45.0%
35.0%
12.5%
5.0%
2.5%

2.07 1.04

2. Has participating in sports helped 
you develop leadership skills?

Strongly agree
Agree
Neutral
Disagree
Strongly disagree

80
60
35
15
10

40.0%
30.0%
17.5%
7.5%
5.0%

2.15 1.01

3. How would you rate the impact of  
sports participation on your academic 
performance?

Highly positive
Moderately positive
Neutral
Moderately
negative
Highly negative

70
80
30
15

5

35.0%
40.0%
15.0%
7.5%

2.5%

2.30 1.14

4. How well do you balance sports 
activities with your academic 
responsibilities?

Very well
Well
Average
Poorly
Very poorly

65
75
40
15
5

32.5%
37.5%
20.0%
7.5%
2.5%

2.18 1.12

Table 10: Mean and standard deviation rating of  barriers to sport participation among secondary school adolescents 
in Uyo Metropolis
Question Response Options Frequency (n) Percentage (%) Mean Standard 

Deviation

What challenges do you face in 
participating in sports?

Lack of  time
Lack of  facilities/
equipment
Financial 
constraints
Parental
disapproval
Academic workload
Gender-based
restrictions
Others

100
85

60

40

110
25

15

50.0%
42.5%

30.0%

20.0%

55.0%
12.5%

7.5%

1.14. This indicates that sports are widely seen to have 
a beneficial effect on academics. Regarding the task of  
juggling sports and academics, 37.5% of  the participants 
indicated that they do it “well,” with an average score of  
2.18 and a standard deviation of  1.12. This suggests that 

the majority of  students effectively allocate their time 
between sports and academic obligations. In summary, 
these findings indicate that engaging in athletics has 
a beneficial impact on the social skills and academic 
achievements of  secondary school adolescents.

The barriers to adolescents in secondary school 
participating in sports are shown in Table 10. The most 
commonly mentioned barrier is “Academic workload,” as 
stated by 55.0% of  participants, suggesting that academic 
obligations significantly limit participation in sports. Fifty 
percent of  the participants identified “lack of  time” as a 
significant obstacle, indicating that time management is an 
important concern. The factors “Financial constraints” 
(30.0%) and “Lack of  facilities/equipment” (42.5%) 

highlight the need for improved sports infrastructure 
and support. The sociocultural factors “Parental 
disapproval” (20.0%) and “Gender-based restrictions” 
(12.5%) highlight the potential for participation 
limitations, particularly for specific groups. Only 7.5% 
of  respondents chose “Others,” demonstrating a variety 
of  unusual or uncommon problems not addressed by the 
primary categories. These results point to the necessity of  
multimodal interventions to encourage adolescent sports 



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participation. These interventions should focus on time 
management, academic support, better facilities, financial 
aid, and sociocultural attitudes.

Discussion
Effect of  Sports Participation on the Physical Health 
of  Adolescents
The results suggest that engaging in sports has a notable 
beneficial impact on the physical well-being of  teenagers. 
Most participants said that they engage in sports 
activities on a daily basis or several times per week. This 
is consistent with research findings that regular physical 
activity improves cardiovascular fitness, decreases the 
likelihood of  obesity, and boosts overall health outcomes 
(Biddle et al., 2019). The chi-square analysis and z-test 
results have substantiated that there exists a statistically 
significant disparity between adolescents who engage in 
sports and those who do not, with regards to their physical 
health outcomes. This finding supports the hypothesis 
that participation in sports is linked to improved physical 
health. The results align with the study conducted by 
Janssen and LeBlanc (2010), which found that physical 
exercise in young individuals leads to a reduction in body 
fat percentage and an enhancement in muscle strength.

Influence of  Sports Participation on Social Behaviors 
and Peer Relationships
Participation in sports was also discovered to have a good 
impact on the social behaviors and peer relationships 
of  teenagers. The participants reported enhancements 
in their capacity to collaborate in groups and cultivate 
leadership aptitudes through sports, which aligns with 
the conclusions of  Smith et al. (2018) that participating 
in team sports promotes social unity, collaboration, and 
leadership attributes. The findings are consistent with 
prior studies indicating that sports provide teenagers 
with the chance to cultivate friendships, enhance their 
communication abilities, and acquire conflict resolution 
mechanisms, all of  which are crucial aspects of  positive 
social growth (Eime et al., 2013). The study also found 
that engaging in sports improves emotional well-being, 
as many adolescents reported experiencing happy and 
increased self-esteem as a result of  their participation in 
sports. This aligns with the findings of  Bailey (2006).

Impact of  Sports Participation on Academic 
Performance and Discipline
The study discovered that, despite worries about time 
limitations, the majority of  participants believe that 
sports have a positive or neutral effect on their academic 
discipline and performance. This discovery is consistent 
with the research conducted by Fox et al. (2010), which 
revealed that teenagers who engage in athletics are more 
prone to demonstrate elevated levels of  focus, self-
control, and academic success. The majority of  individuals 
found the balance between sports and academics to 
be manageable. This indicates that organized sports 
activities may enhance students’ ability to manage their 

time and create goals, thereby supporting their academic 
achievements (Darling et al., 2005).

Barriers to Sports Participation
In addition to its multiple advantages, the study also 
identified various obstacles to sports involvement among 
adolescents, including limited availability of  time, facilities, 
and equipment, as well as financial limitations and gender-
related limitations. The issues mentioned align with the 
findings of  van der Horst et al. (2007), which indicate that 
environmental factors such as the availability of  sports 
facilities and socio-economic status have a substantial 
impact on the rates of  youth sports participation. To 
provide equal access to sports and maximize their 
advantages for all adolescents, it is crucial to address 
these obstacles. In summary, this study emphasizes the 
various advantages of  teenagers participating in sports, 
including improvements in their physical, psychological, 
and social development. However, it also emphasizes 
the importance of  implementing specific interventions 
to overcome obstacles that prevent adolescents from 
engaging in sports. The findings indicate that it is 
important for schools, policymakers, and communities 
to work together in order to offer comprehensive and 
supportive sports programs that promote the overall 
development of  adolescents in Uyo Metropolis.

CONCLUSION
The study concludes that sports participation 
significantly improves the physical health of  secondary 
school adolescents in Uyo Metropolis, with regular 
engagement in sports linked to better overall fitness, 
reduced risk of  obesity, and enhanced well-being. In 
addition to physical benefits, sports participation also 
positively impacts psychological health, social skills, and 
academic performance, suggesting a multifaceted value 
for adolescent development. However, several barriers, 
such as lack of  facilities, time constraints, and gender-
based restrictions, hinder full participation. Therefore, 
schools, parents, and policymakers must promote 
inclusive and supportive sports programs that encourage 
active lifestyles and address these barriers to maximize 
the holistic benefits of  sports for all adolescents.

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