





































Education, Language and Sociology Research 

ISSN 2690-3644 (Print) ISSN 2690-3652 (Online) 

Vol. 6, No. 1, 2025 

www.scholink.org/ojs/index.php/elsr 

35 
 

Original Paper 

The Perceived Impact of University Sport Engagement on Staff 

and First-year Undergraduate Students: An Exploratory Study 

Adam E Bassett1 & Trevor Barker2* 

1 Department of Psychology, Sport and Geography, University of Hertfordshire, Hatfield, England 

2 Physics, Engineering & Computer Science, University of Hertfordshire, Hatfield, England 

*Trevor Barker, Physics, Engineering & Computer Science, University of Hertfordshire, Hatfield 

 

Received: December 20, 2024   Accepted: January 3, 2024    Online Published: January 18, 2025 

doi:10.22158/elsr.v6n1p35          URL: http://dx.doi.org/10.22158/elsr.v6n1p35 

 

Abstract 

This research investigated the perceived impacts of university sports engagement on first-year 

undergraduate students from both student and staff perspectives, employing a mixed-methods approach 

of qualitative interviews and quantitative surveys. It examined how sports participation affects academic 

performance, time management, social interactions, and emotional development. Findings revealed 

conflicting views on time management; students in general saw sports as motivational, while staff 

identified potential distractions for scholarship athletes. Staff expressed concerns about recreational 

athletes, but students reported increased confidence and academic engagement from sports. Notably, 

sports positively influenced social interactions and emotional well-being, fostering a sense of belonging. 

The study underscores the need for enhanced support systems, including tailored advising and flexible 

scheduling, to help students balance commitments. It highlights the importance of community in first-

year adjustments and calls for ongoing improvements in support structures and academic policies. A 

recommendation made was that future research should focus on the long-term impacts of sports on 

academic and career outcomes to inform higher education policy development. 

Keywords 

Academic motivation and engagement, time management, flexible scheduling 

 

1. Introduction 

The research reported in this paper relates to a small scale exploratory study that was intended to 

investigate how participation in sports influenced the educational journeys of both students and staff. The 

research adopted a mixed methods approach that incorporated perspectives from education, psychology, 



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and sports science. The aim of the study was to provide a nuanced understanding of the interplay between 

sports and education, from both the point of view of students and staff. 

1.1 Aim and Objectives 

The primary aim of this research is to examine the impact of sports participation on educational outcomes 

among higher education, from the viewpoint of staff and students. This overarching aim is broken down 

into the following specific objectives: 

• To assess the effect of sports participation on academic attendance. 

• To explore how engagement in sports influences student motivation and engagement in lectures 

and seminars. 

• To evaluate the role of sports in the social and emotional development of students. 

• To explore the impact sports has on staff members lectures and seminars.  

These objectives were addressed in a small-scale study through a combination of quantitative and 

qualitative research methods, namely surveys and interview. The findings were intended to point the way 

to the development of evidence-based strategies to support the role of sports in education. 

1.2 Research Questions 

In line with the research objectives, the following questions guide this study: 

• How does participation in sports affect academic attendance among higher education students? 

• What is the relationship between sports engagement and student motivation and engagement in 

lectures and seminars? 

• In what ways does involvement in sports contribute to the social and emotional development of 

students? 

• In what way do higher education staff members become impacted by sports? 

These research questions were designed to capture the comprehensive impact of sports on various 

educational outcomes. They were addressed through a mixed-methods approach, combining both 

statistical data and in-depth qualitative insights. 

 

2. Supporting Literature 

In recent decades, the role of sport in the educational sector has attracted significant attention from 

educators, policymakers, and researchers (Bailey et al., 2009; Houlihan & Green, 2006). The joining of 

sport and education is not merely a matter of physical health and fitness; it impacts on mental health too, 

resulting in cognitive, social, and emotional benefits (Bailey et al., 2013; Malm et al., 2019; Siedentop 

& Van der Mars, 2022) historically, physical education and sports were seen as extra to the primary 

academic curriculum, often valued for their role in promoting physical well-being and teamwork. 

However, present research suggests that participation in sports can also have profound impacts on 

educational outcomes, including academic performance, student engagement, and overall educational 

experience (Buckley & Lee, 2021; Finn & Zimmer, 2012; Willms et al., 2009). 



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According to (Trudeau & Shephard, 2008) the educational system developed students, preparing them 

for academic success and life beyond school. In this regard, sports can play a crucial role; engaging in 

sports activities has been linked to improved concentration, enhanced memory, and better classroom 

behaviour, which collectively contribute to a more conducive learning environment. Moreover, sports 

develops important life skills such as discipline, leadership, and resilience, which are valuable both 

within and outside academic contexts (Holt & Bailey, 2008; Newman, 2020). 

Despite these potential benefits, the integration of sports within educational frameworks varies widely 

across different regions and institutions (Schulenkorf et al., 2016). Houlihan (2000) suggested that some 

educational systems prioritise athletic programs and invest heavily in sports facilities and coaching, while 

others struggle with limited resources and competing academic demands.  

2.1 Academic Performance 

Research indicates a positive correlation between sports engagement and academic performance. Fox et 

al. (2010) found that regular sports participation is associated with higher academic achievement due to 

developed time management skills, discipline, and improved cognitive function (Shephard, 1997). 

Enhanced concentration and memory, vital for academic success, have also been reported (Trudeau & 

Shephard, 2008). However, much of the literature centres on American college sports, with limited UK-

focused studies. 

Kuh (2003) suggests students engaged in extracurricular activities, including sports, demonstrate greater 

academic persistence relating to (Umbach et al., 2006) who found that student-athletes show higher levels 

of academic engagement and integration. 

In the research of Fox et al. (2010) positive associations were demonstrated by correlation though 

causality could not be implied. Trudeau and Shephard (2008) used a longitudinal design, offering 

stronger evidence for causality, yet their reliance on self-reported data may have introduced bias. Umbach 

et al. (2006) combined quantitative and qualitative methods, enriching understanding but limiting 

generalisability due to sample size and context. 

2.2 Cognitive Benefits of Sport Engagement 

Bailey, et al. (2013)adjacent with Siedentop and Van der Mars (2022) assert that physical activity 

enhances cognitive functions crucial for academic success. This supports the findings of (Trudeau & 

Shephard, 2008) that suggest participation promotes better classroom behaviour. Finn & Zimmer (2012) 

also noted fewer disruptive behaviours and higher attendance among sports participants.  

2.3 Social and Emotional Benefits of Sport Engagement 

Sports provide essential social interaction for first-year students, enhancing integration and alleviating 

isolation (Drolet & Arcand, 2013; Humphrey & Lowe, 2017). Tinto (2012) emphasises the role of social 

integration in academic success, while Stuart, et al. (2011) reports a sense of belonging among 

participants. 

 

 



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2.4 Psychological Impacts 

Biddle and Asare (2011) along with Malm, et al. (2019) link physical activity to improved mental health, 

suggesting it alleviates stress and anxiety. Bailey, et al. (2013) found sports participation enhances mood, 

contributing to overall well-being. Delving deeper, Malm et al.’s longitudinal study allows for observing 

changes over time but may suffer from participant drop-out. The meta-analysis of Biddle and Asare 

provides overarching conclusions but may be limited by the quality of included studies. 

2.5 Perspectives of Staff and Students 

Students view sports as beneficial for their academic and personal lives, developing transferable skills 

like teamwork. Staff recognise the role of sport in creating positive learning environments, observing 

that participating students tend to be more engaged. Concerns exist regarding potential distractions from 

academic responsibilities (Levermore, 2010). 

2.6 Institutional Support and Resources 

Comprehensive institutional support is crucial for balancing sports and academics. Effective 

collaboration between athletic departments and academic staff enhances student experiences and 

promotes academic success (Etzel et al., 1991; Howard‐Hamilton & Sina, 2001). 

2.7 Challenges and Barriers 

Students often struggle to manage balance academic and athletic commitments (Willms et al., 2009), 

although sports can teach valuable time management skills (Trudeau & Shephard, 2008). Competitive 

sports can overshadow academic priorities, particularly where winning is emphasised, leading to increase 

self and second-hand pressure (Eitzen, 2016). Female and minority student-athletes face unique 

challenges and experiences, including gender stereotypes and cultural barriers (Adler & Adler, 1991). 

Female athletes may benefit from higher levels of academic motivation and performance, but they also 

encounter unique challenges such as gender stereotypes and limited access to resources. Minority 

student-athletes may experience additional barriers, including racial discrimination and cultural 

alienation, which can affect their academic and athletic experiences (Singer, 2005). 

2.8 Impacts on Educational Outcomes 

The literature presents mixed findings regarding the academic benefits of sports participation. While 

some studies, such as those by Lambert et al. (2024) and Muñoz-Bullón, et al. (2017), report significant 

academic benefits, others, likeFisher et al. (1996), suggest minimal or no impact. These discrepancies 

may be due to differences in study design, population, and measurement of outcomes. Beyond academic 

performance, sports participation can enhance the overall educational experience. Barton (2011), Koh 

and Camiré (2015) and Newman (2020) all argue that sports provide opportunities for personal 

development, including the acquisition of life skills such as leadership, teamwork, and resilience. These 

skills are valuable both within and outside academic contexts. 

2.9 Research Design 

A mixed-methods design, specifically a sequential explanatory strategy, was used. This design involved 

collecting and analysing quantitative data first, followed by qualitative data to explain and build upon 



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the quantitative results (Ivankova et al., 2006). This approach allowed for a detailed exploration of the 

statistical relationships identified in the initial phase and provided rich, contextual insights into the 

perspectives of students and staff.  

2.10 Research Methods 

The study employed semi-structured interviews and survey, to collect data. This approach facilitated the 

collection of rich, detailed insights from participants with varying points of view (Blandford, 2013; 

Creswell & Poth, 2016) The combination of interviews and survey was intended to ensure a robust data 

collection strategy that supported triangulation, enhancing the credibility and trustworthiness of the 

findings (Denzin, 2012; Patton, 2014). University ethics approval was granted for this research. 

 

3. Quantitative Phase: Surveys 

Surveys were used to collect quantitative data from 14 first-year undergraduate students and staff. The 

survey included questions on academic performance, social integration, and psychological well-being, 

drawing from validated instruments such as the National Survey of Student Engagement (NSSE) (Kuh, 

2003). The survey was intended to allow for the efficient collection of data from a small yet diverse 

population, facilitating statistical analysis of trends and relationships. The survey included both closed 

and open questions, providing both quantitative data and qualitative insights. Table 1 below describes 

the participants involved in the study and their responses. 

 

Table 1. Summary of Survey Responses on the Impact of University Sports 

Question 
Percentage Answer or outcome of the answers 

N=14 

Q1: Role at University: 
43% Staff (6) 

57% Student (8) 

Q2: If student, year of study: First Year 

Q3: If staff, department: Academic 

Q4: How frequently do you participate in or 

engage with university sports activities? 

14% Never 

7% Rarely 

21% Occasionally 

29% Frequently 

29% Very Frequently 



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Q5: How important do you think university 

sports are for students’ overall university 

experience? 

0% Not Important 

0% Slightly Important 

21% Moderately Important 

50% Very Important 

29% Extremely Important 

Q6: To what extent do you believe 

participation in university sports affects 

academic performance? 

0% Very Negatively 

0% Negatively 

14% No Impact 

71% Positively 

14% Very Positively 

Q7: Do you think that participating in 

university sports helps students develop time-

management skills? 

7% Strongly Disagree 

7% Disagree 

21% Neutral 

50% Agree 

14% Strongly Agree 

Q8: In your opinion, do university sports 

contribute to increased motivation and 

discipline in academic settings? 

0% Strongly Disagree 

7% Disagree 

21% Neutral 

36% Agree 

36% Strongly Agree 

Q9: How do you perceive the impact of 

university sports on students’ social 

integration and relationships? 

0% Very Negatively 

0% Negatively 

14% No Impact 

36% Positively 

50% Very Positively 

Q10: Do you believe that university sports 

help reduce stress and improve mental health 

among students? 

 

0% Strongly Disagree 

0% Disagree 

7% Neutral 

36% Agree 

57% Strongly Agree 



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Q11: In your opinion, does participation in 

university sports enhance students’ leadership 

and teamwork skills? 

0% Strongly Disagree 

0% Disagree 

7% Neutral 

29% Agree 

64% Strongly Agree 

 

Open Questions 

 

 

Summary of responses 

Q12: How do you think the impacts of 

university sports differ between athletes and 

non-athletes? 

Enhance social skills, build strong friendships, 

provide stress relief, and create networking 

opportunities.  

Non-athletes may miss out on these benefits and 

focus solely on academics.  

Athletes often find motivation in competition and 

enjoy a supportive, like-minded community. 

Q13: Do you perceive any differences in the 

academic and social impacts of sports 

engagement between first-year students and 

upper-year students? If so, please explain. 

Benefit socially from sports by quickly forming 

friendships and networks.ro Third year students may 

prioritise academics over sports.  

The academic impact can vary, with some students 

balancing sports and academics effectively, while 

others struggle.  

Q14: What improvements, if any, do you think 

could be made to the university sports 

programs to better support educational 

outcomes? 

Better timetabling to avoid clashes with academic 

commitments.  

Increased funding for non-performance sports. 

Welfare support for students.  

Guidance on balancing academics and sports.  

Raising awareness of available programs and 

offering more beginner-friendly options were also 

suggested. 



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Q15: Any additional comments or 

observations regarding the impact of 

university sports on students’ education? 

University sports generally have a positive impact, 

aiding in time management, stress relief, 

socialisation, and broader friend networks.  

However, effective academic support needed to 

ensure students can balance their commitments 

successfully. 

 

This table presents an analysis of responses regarding the role of university sports in students’ academic 

performance, social integration, and overall university experience. The data highlights the perceived 

benefits of sports in fostering time management, motivation, and social connectivity, while also 

suggesting areas for improvement, such as better scheduling and increased support for non-performance 

sports. 

 

4. Qualitative Phase: Interviews 

Six semi-structured interviews were conducted with a purposive sample of students and staff. The 

interview protocol included open-ended questions designed to explore the nuanced impacts of sports 

engagement on education, such as firsthand experiences, perceived benefits, and challenges. This method 

was chosen for its flexibility and ability to capture in-depth, context-rich information (Kvale, 2009). By 

adopting a semi-structured format for the six interviews, flexibility was ensured in probing deeper into 

respondents’ perceptions while covering key topics (Kvale, 2007). Ethical approval for the study was 

obtained from University of Hertfordshire Ethics Committee, and informed consent was secured from all 

participants prior to the interviews. 

The questions were designed to explore how participation in sports affected academic attendance among 

higher education students, the relationship between sports engagement and student motivation and 

engagement in lectures and seminars, the contributions of sports involvement to the social and emotional 

development of students, and the impact on higher education staff members. The interview guide was 

developed to explore nuanced impacts of sports engagement, aligning with findings from (Drolet & 

Arcand, 2013) and Tinto (2012) regarding social integration and emotional well-being. 

4.1 Participant Selection 

Participants for this study were selected using a combination of stratified random sampling for the survey 

and purposive sampling for the interviews. Stratified random sampling was employed as suggested by 

Acharya et al. (2013), while purposive sampling was informed by guidelines from (Campbell et al., 2020; 

Tongco, 2007). The survey targeted first-year undergraduate students and staff members across various 

subjects and faculties, ensuring a representative sample. Interview participants were selected based on 

their direct involvement and experience with university sports and academic engagement. 

The purposive sampling for interviews allowed for the selection of participants based on specific criteria 

relevant to the study’s objectives. This approach ensured that insights were gathered from individuals 



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with substantial involvement in university sports and academic engagement. As advocated by Patton 

(2014), purposive sampling is essential for achieving depth and richness in qualitative data. The criteria 

for selecting interview participants included being a first-year student, providing in-depth insights into 

their experiences and perceptions related to academic engagement and the impact of sports (Campbell et 

al., 2020; Tongco, 2007) Staff members were chosen based on their roles in delivering lectures and 

seminars, ensuring their expertise enriched the study’s findings. 

Diversity in gender, ethnicity, sports participation, and academic discipline was prioritised to capture a 

comprehensive range of experiences (Creswell & Poth, 2016). This methodological approach enriched 

the qualitative data and provided a thorough understanding of the research questions. 

4.2 Data Collection Procedures 

4.2.1 Interview Process 

Interviews were conducted in a quiet, private setting via video conferencing to ensure confidentiality and 

comfort for the participants. Each interview lasted approximately 45-60 minutes and was recorded with 

the participant’s consent, allowing for a transcript to be made and developed. All transcripts were sent to 

the interviewees for Interviewee Transcript Review (ITR) to allow for respondent validation. Participants 

were informed about the study’s purpose, their right to withdraw, and measures taken to protect their 

privacy.  

An interview guide was developed, including open-ended questions that explored participants’ views on 

the impact of sport engagement on educational outcomes. Questions might be adapted, left out, or new 

questions might arise from the semi-structured interview. 

4.3 Survey Administration 

Surveys were distributed electronically, on an online survey tool, to first-year students and staff through 

email. To encourage participation, the survey was concise, taking no more than 30 minutes to complete. 

Respondents were assured of confidentiality and anonymity to encourage honest and accurate responses. 

The survey had different categories such as demographic Information, general perceptions, academic 

impacts, social and emotional impacts, comparative perceptions, and suggestions and improvements. 

 

5. Data Analysis 

5.1 Qualitative Data Analysis 

The data analysis protocol involved a structured approach to ensure rigor and consistency. Interview data 

were transcribed verbatim from the recordings and analysed using thematic analysis, following (Braun 

&amp; Clarke, 2012) six-phase framework. NVivo (Version 14; QSR International) was employed to 

facilitate the systematic coding and organization of themes. This protocol ensured that themes were 

identified and developed through a consistent and transparent process. 

5.2 Quantitative Data Analysis 

The data analysis protocol for survey responses included both descriptive and inferential statistical 

methods. Descriptive statistics summarized the frequency and distribution of responses (as seen in Table 



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1). Inferential analyses, including correlation and regression, were conducted to explore relationships 

between sports engagement and academic performance, social integration, and psychological well-being. 

This protocol ensured the reliability and validity of the quantitative findings. 

 

6. Discussion of Findings 

6.1 Data Collection 

The data collection phase involved transcribing audio-recorded interviews into written text. Interviewees 

reviewed their transcripts to clarify or adapt responses (Hagens et al., 2009). 

6.2 Participant Demographics 

Participants included eight students and six staff members. Of the students, three participated in in-depth 

interviews, while all eight engaged in broader discussions. Staff members, ranging from academic tutors 

to lecturers, provided insights into the balance between sports and academics, along with social and 

psychological impacts. 

 

Table 2. Demographics of Interview Participants 

Participant Role 
Involvement in Sports 

Area of Study/Role 

Staff 1 Staff Previously personal tutor to 

scholars 

Professor of Judo Education 

Staff 2 Staff Gym user, lectures scholars 
Sports Studies Program Leader 

Staff 3 Staff Limited engagement 
Leader of Sports Business 

Management 

Student 1 Student Plays rugby, uses campus gym 
Optometry 

Student 2 Student Plays rugby, uses campus gym 
Music 

Student 3 Student Plays rugby 
Sports Coaching 

 

7. Findings (Themes identified) 

7.1 Participation and Time Management 

Students reported frequent participation in sports, with 50% selecting “Frequently” and 50% “Very 

Frequently”. Conversely, staff engagement was limited, with none reporting participation above 



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“Occasionally”. Both students and staff acknowledged challenges in balancing sports and academics. 

Student 2 noted: “I make time for my game, so I kind of plan around sport and then... around my 

academics.” 

 

Table 3. Time Management Ratings 

Question Student Response (Agree/Strongly 

Agree) 

Staff Response 

(Agree/Strongly 

Agree) 

Sports improve time 

management 

64% 
Limited agreement 

noted 

 

7.2 Academic Engagement and Motivation 

Survey results showed that 100% of staff agreed sports positively influence education. However, 

opinions differed on the extent of this impact. Staff 2 remarked: “Recreational athletes might engage 

better than scholarship students.” Students highlighted how sports build confidence. For instance, Student 

3 stated: “It makes me think there’s nothing to really be scared of when talking in class.” 

7.3 Social and Emotional Development 

Both staff and students emphasized the social benefits of sports, with 86% of students believing sports 

positively affect social interactions. Staff 3 reflected on personal experience, saying: “The day I was 

made captain of the team was one of my proudest achievements ever.” Students reinforced the importance 

of friendships formed through sports. Student 1 advised: “Just get involved, join a club, do something.” 

In terms of mental health, 75% of students acknowledged positive impacts, though 17% remained neutral, 

possibly indicating gaps in awareness. Staff 1 highlighted support systems, noting: “We’ve got a very 

good scholarship program.” 

7.4 Future Goals 

Students and staff suggested improvements to timetabling and support for balancing sports with 

academics. Students advocated for initiatives like teaching time management skills, while staff pointed 

out the need to address scheduling conflicts. 

 

 

 

 

 



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Table 4. Proposed Improvements 

Improvement 
Example Quote 

Improved timetabling 
“Timetabling doesn’t always support sport participation.” – Staff 2 

Time management 

education 

“Teach how to balance to ensure positive outcomes in both sport and 

academics.” 

Increased social 

opportunities 

“Meeting people through sport builds confidence and friendships.” – 

Student 1 

 

8. Conclusion 

This research explored the perceived impacts of university sport engagement on first-year undergraduate 

students’ education from the perspectives of both students and staff. The study aimed to understand the 

influence of university sports participation on students’ academic performance, time management, social 

interactions, and emotional development. The key findings and reflections on the research process 

provide valuable insights for future practice and policy in higher education. 

8.1 Participation and Time Management 

The research highlighted a clash in perceptions regarding time management. Students often used sports 

participation as a motivational tool to manage their time effectively, viewing it as a reward for completing 

academic tasks. However, staff noted that sports could detract from academic responsibilities, 

particularly for scholarship athletes frequently traveling for competitions. This contrast underscores the 

need for enhanced support systems to help student-athletes balance their dual roles effectively.  

8.2 Academic Engagement and Motivation 

The data revealed mixed perceptions about the impact of sports on academic engagement. Staff expressed 

concerns about recreational athletes’ engagement levels but also acknowledged the positive influence of 

sports on all athletes’ discipline and academic performance. Students reported that sports participation 

boosted their confidence and classroom engagement, although survey results showed some variance in 

this, as seen from Table 1 and 2. This suggests that while sports can enhance motivation and engagement 

for some, it may have varying effects on others. 

8.3 Social and Emotional Development 

Sports participation was recognised for its positive impact on social interactions and emotional well-

being. Both students and staff emphasised the role of sports in fostering a sense of belonging and 



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community, crucial for first-year students adjusting to university life. Many survey respondents and 

interviewees supported the notion that sports positively affect mental health and social skills. This finding 

addresses the research question on how involvement in sports contributes to the social and emotional 

development of students, showing that sports play a significant role in enhancing these aspects. 

8.4 Future Goals 

The current researchers indicated that sports participation helps students develop valuable skills for their 

future careers, including networking, teamwork, and leadership. Students expressed a desire for better 

time management training and more support for balancing sports and academics. Both students and staff 

suggested institutional changes, such as adjusting timetables to accommodate sports schedules, to 

enhance the student-athlete experience. 

8.5 Implications for Policy and Practice 

8.5.1 Timetable Adjustments 

As commented on previously, universities might consider how academic timetables might allow for 

major sporting events or training sessions to help student-athletes take part fully in both their academic 

and athletic pursuits. 

8.5.2 Skill Development Programs 

By offering workshops on time management, stress management, and other relevant skills, universities 

can better prepare student-athletes to handle the demands of their dual roles. More students may become 

interested in taking part in sports and academics as they will have a better grasp of the skills needed to 

balance sports and academics. In addition to student training, relevant training for academic staff on the 

unique challenges faced by student-athletes can foster a more supportive environment and encourage 

empathy and flexibility in managing academic requirements. This understanding can lead to better 

balance and support for student-athletes. 

The findings of this research indicate a significant relationship between sports engagement and student 

motivation and engagement in lectures and seminars. Students who participated in sports frequently 

reported higher levels of motivation and engagement in their academic work. This is supported by both 

qualitative and quantitative data, with 75% of students surveyed believing that sports positively impact 

their academic engagement. Students used sports as a reward mechanism, incentivizing them to complete 

their academic tasks to participate in sports activities. This aligns with existing literature that suggests 

physical activity can enhance cognitive functions and academic performance (Bailey et al., 2013; Malm 

et al., 2019) 

Involvement in sports significantly contributes to the social and emotional development of students. Both 

staff and students highlighted the positive impact of sports on social interactions, with 86% of survey 

respondents indicating that sports positively affect social interaction. The interviews revealed that sports 

foster a sense of community and belonging, which is crucial for the emotional well-being of first-year 

students. The staff members emphasized the role of sports in building confidence and social skills, with 

one staff member recounting their own positive experience as a student-athlete. This is consistent with 



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previous research that links sports participation to improved social and emotional outcomes (Malm et al., 

2019). 

The staff interviewed recognised the challenges student-athletes face in balancing academics and sports, 

particularly sports scholars who often travel for competitions. They noted that while scholar athletes 

generally manage their time well, recreational athletes sometimes struggle with time management. Staff 

also observed that sports engagement leads to better academic performance and higher levels of student 

interaction in lectures, although there were mixed opinions regarding the impact on time management 

skills. This highlights the need for universities to provide tailored support to student-athletes to help them 

balance their dual commitments effectively. 

8.6 Conclusion 

The study presented here offers an understanding of how sports influence the academic performances of 

students, time management, social interactions, and emotional well-being. The findings underscore the 

importance of supportive institutional policies and practices to enhance the overall experience and 

success of student-athletes. Future research could explore the long-term impacts of sports participation 

on academic and career outcomes, further informing policy development in higher education. The 

insights gained from this preliminary study have the potential to impact future research and practice, thus 

fostering a more inclusive and supportive university environment. 

 

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