This document provides a literature review on the benefits of after school sports programs for inner city youth. It discusses 3 main themes found in previous research: 1. Social benefits - Sports programs can help students build social skills and social capital, which can help decrease issues like crime and dropout rates. 2. Psychological benefits - Sports provide mental health benefits like increased self-efficacy, sense of belonging, and stress relief. They also teach life skills like teamwork. 3. Academic benefits - Research has found a correlation between sports participation and improved academic performance and engagement in school. Sports can act as an incentive for academic success. The literature review provides evidence from multiple studies that after school sports programs provide social

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A Correlation Analysis between an After School Sports Program and Academic Achievement on
Inner-City Youth
A Senior Capstone Project submitted in partial fulfillment of the requirements for SMGT 496 to
the Undergraduate faculty of the Sport Management Department
By:
Shawn M. Fleurie
SMGT 496 Faculty Facilitator:
Dr. Dwayne B. Thomas, Ph.D.
Spring 2015

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Table of Contents
I. Chapter 1 – Introduction 4-6
II. Chapter 2 – Review of Literature 7
II.1. Introduction 7
II.2. Social Benefits 8-9
II.3. Psychological Benefits 10-15
II.4. Academic Grade Success 16-19
III. Chapter 3 – Research Methods 20
III.1. Introduction 20
III.2. The Researcher 21-22
III.3. Population 23
III.4. Instrumentation 24
III.5. Procedures 25
III.6. Design of Study 26
III.8. Summary of Chapter 3 27
IV. Results/Findings 28
IV.1. Introduction 28
IV.2. Pre-Test 29
IV.3. Report Card Grades 30-34
IV.4. Classroom Conduct 35-36
IV.5. Interviews 37-38
IV.6. Post-Test 39
IV.7. Summary of Chapter 4 40-41

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V. Summary Conclusions Recommendations 42
V.1. Summary 42
V.2. Conclusions 43-44
V.3. Recommendations 45-46
VI. References 47-49

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Chapter 1
Introduction
Sports are an instrument that can be used to incentivize academic success in inner city
middle school settings. Research has shown that sports can be used to improve academic success
in multiple avenues. Findings from Chen show psychological benefits that focus on interpersonal
skills gained through sports. Results from a study conducted by Santiago, show positive results
on academic scores from the participation with physical activity. This study will show how an
after school sports program can effect student’s academic scores, psychological benefits, and
classroom conduct scores due to this participation. The psychological factors are important
throughout this study as the population being tested did not have any program after school
programming prior to this sports program being put in place.
The problem that this study is trying to help solve is academic success within school
settings. It is a sad truth that the success of school is strictly through the success that is shown on
student’s report cards. To judge students solely on what their report cards show is unfair. That is
why this particular study is looking at more than one element of academic success as a result of
this sports program.
The purpose for this study is to give the students an opportunity through sports. If the
results show positive results, sports could potentially become a big part of what the host school
does to try to incentivize academic success in their school setting. This could involve creating a
sports team or hiring a full time physical education teacher. These benefits would reach the
whole school.

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A boundary of this study, or delimitation, is that this study only is targeted to the 7th and
8th grade students. It is delimited even more so to just the students in this grade who are in the
after school program. This program is a drop-in program so the number of students per day is
hard to determine until the program is run.
There are several limitations that are involved with this study. One is being that it is only
run once a week. This could potentially hinder the impact of what sports is actually doing in
correlation to the academic success that the students are achieving. Another limitation is the size
of the gym that is used at the host school location. This is a very undersized gym, so practices
will have to be done creatively in order to get the most out of what the school offers.
An assumption of this study is that students will have a positive psychological benefit
from this sports participation. With having no after school program participation prior to this
year, one would assume that there could only be psychological benefits to having this program.
This researcher’s hypothesis is that from participation in the after school sports program;
students will have a positive correlation to their academic success. Previous research has proven
this statement to be true, and as the research to this study it can be a positive assumption to think
the same.
Throughout this research study, this researcher will do a complete overview of literature
that has been reviewed as background information to this study. Three major themes of success
through sport came to the forefront from this literature review. Next there will be a description of
the research methods conducted to perform this study. This researcher fully describes their
accomplishments and qualifications to perform a research such as this. There will be an in depth
overview of this researcher’s own findings and results from the conclusion of this study. With

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these findings, this researcher will be able to reject or accept the hypothesis that was formulated
at the beginning of the research.

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Chapter 2
Review of Literature
Introduction
Research has shown that academic success in fact does have a correlation to participation
in sports. This chapter of this researcher’s study will highlight previous research on the subject
matter that supports the study at hand. Through research, multiple themes have come up that
highlight the positives of using sports as an incentive to garner academic success in its entirety.
Academic success can be labeled in many ways; however the themes that will be emphasized
will be broken down into three categories. The three themes that are shown through this
researcher’s study include the social benefits of sport, the psychological benefits, and the success
of academic grades. All of these themes show a form of academic success in one fashion or
another. Through the review of literature, it will be clear that sports can be used as an incentive
to bolster academic success in school settings.

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Social Benefits
The social benefits through sport are proven through similar researches. Ang Chen
completed a research on the impact of social change on inner-city high school physical
education. This is a slightly higher age group than this particular researcher’s study, but Chen’s
findings were applicable. Chen states, “social changes in society, coupled with numerous social
issues facing adolescents, have long been recognized by educators as a powerful force that
shapes and reshapes school curricula” (Chen, 1999). Chen uses a study done by Berliner and
Biddle and they state, “that a real problem in education is inability of school and curricula to
address the needs of students who are in socially disadvantageous situation” (Berliner & Biddle,
1995). This reshaping of the curricula can be done especially within physical education to make
a positive impact, Chen expresses. However, much of physical education is followed by the
traditional curriculum.
Chen states, “A traditional curriculum ignores the fact that knowledge and skill
acquisition are based on personal construction of meaning” (Chen, 1999). Kirk, another author
used in Chen’s study, states, “the goals and objectives fail to recognize individual students’
qualitative, subjective, and humanistic experiences associated with changes in a particular social,
cultural, political, and economic context” (Kirk, 1990). Social changes are considered to be the
most powerful contextual influence that alters school curricula over the last three decades (Chen,
1999).
Negative social changes in inner-city communities have created a disadvantageous
learning environment for its students. Students face things such as poverty, crime,
unemployment, and other threats over their daily lives. Students in such areas are also at risk to
things such as substance abuse, teen pregnancy, and drop outs. Chen found that through physical

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education, in which the curriculum is adjusted accordingly, students increase their social capital.
By doing so, this ultimately decreases the amount of poverty, school drop outs, crime, and
substance abuse. Students, who strive for a strong social group, want to be part of the positive
change; which proper physical education can help provide (Chen, 1999).
Another study that highlights the social benefits through physical education is one of
Everhart. Everhart’s research is on modifying sport education for success in a less-affluent
school. Everhart states, “By modifying appropriate curricula, it is possible to use available
resources and facilities and still meet a variety of cultural and learning needs in less-affluent
schools” (Everhart, 2009). Everhart’s findings show that physical education teachers have
greater success when they adapt their teachings to culture appropriate areas. This allows for
greater perspectives of teaching styles in inner-city schools compared to other school settings.
Everhart finds that modifying sports education to fit cultural and learning needs in inner
city schools promote the greatest success for the students. It is too often that less-affluent schools
have limitations towards their physical education and that hinders the students. By modifying the
curriculum, the benefits show both socially and academically for the students when physical
education is done the right way, regardless of the limitations (Everhart, 2009).

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Psychological Benefits
The second theme that the research emphasizes is the psychological benefits through
sports. A research study done by Hettie Van Der Merwe speaks upon doing what you can with
what you have, where you are. Very similar to the previous studies mentioned, however Van Der
Merwe touches upon the psychological benefits to sports. Merwe states, “Benefits for learners
who participate in extracurricular activities relate to gaining life- and work-related skills while
exploring their own identity and building resilience through effort and persistence” (Van Der
Merwe, 2014). According to Van Der Merwe, extracurricular involvement is particularly
valuable to high risk learners in poor environments; such as the inner city. Van Der Merwe
groups extracurricular activities into five categories. Some of the categories include: team sport
activities, club involvement, and performance activities; all of which pertain to this researcher’s
study.
Van Der Merwe found that, “educators realized that for academically gifted learners
extracurricular participation served to enhance their scholastic performance, whereas for
academically challenged learners extracurricular participation functioned as a support to achieve
within the school setting” (Van Der Merwe, 2014). Van Der Merwe quoted Akos by stating, “for
high risk learners prone to school dropout, school identity through active participation in
extracurricular activities serves as a special moderating purpose” (Akos, 2006). Van Der Merwe
found that participation in structure extracurricular programming equips learners with
competencies representing different categories of benefit. This includes skill gain with prolonged
effect, a sense of appreciation and belongingness, and the ability to deal with challenges. These
gains are acquired from his five categories of extracurricular programs. Van Der Merwe states,
“The skills gain pertains to opportunities to increase interpersonal competence, school

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engagement, self-concept, academic performance, and educational aspirations” (Van Der Merwe,
2014).
Van Der Merwe’s study also found sport specific findings to this extracurricular
programming. This study found that students involved through sport specific programming
perceived a feeling of well-being and pure joy experienced by learners who participated in
extracurricular activities. Van Der Merwe states, “participants agreed about the perceived
positive influence of the extracurricular program on learners’ quality of school life because
learners’ good memories of school related to their participation in music and sports, which
contributed to learners becoming truly fond of their school” (Van Der Merwe, 2014). According
to Van Der Merwe, teachers even had to chase students to go home as they did not watch to
leave the soccer pitch or the table tennis table. As a result of these extracurricular activities,
learners became more permanently attached to their school. Van Der Merwe concludes by
stating, “If a learner cannot concentrate in class, you may find the same learner is a champion on
the soccer pitch” (Van Der Merwe, 2014).
Another study that highlights the psychological benefits through sports is one done by
Holt, Sehn, Spence, Newton, and Ball. These authors completed a research on physical education
and sports programs in an inner city school and how it showed positive youth development. The
authors state that, “sport psychologists have argued that life skills can be taught in combination
with athletic skills in sport contexts” (Holt, 2012). Competent sport programs have provided
evidence that participation retention, improving participants’ goal setting, problem-solving,
knowledge of life skills, and fostering a sense of belonging and enjoyment have increased if
programming is done properly.

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The authors study focuses on one inner city elementary/junior high school. This location
has numerous challenges associated with physical activity and physical education instruction.
From budget restraints to limited gym space, this low income school provides a challenge for
proper instruction. The researchers found however with it being done properly there are certainly
positive psychological benefits for the participants. One student from their study said, “The
athletic programs and the phys-ed is one of the big positives here” Holt, 2012). This shows a
sense of belongingness for the school, which is important at such a crucial time in child
development. Another response to the authors’ questionnaire by a student when asked what they
learned was, “teamwork.” The student went on to say how it is important to work with others in
everyday life so sports really brought out the best in them. The research by the authors really
emphasizes the psychological benefits through sports; and they conclude by saying, “school
based (sport) programs are an ideal context for promoting youth development in low-income
areas because they provide safe, supervised, and structured place for activity” (Holt, 2012).
Another study that supports the theme of psychological benefits is one done by Huang,
Gao, Hannon, Schultz, Newton, and Jenson. Their study consists of the impact of an after school
physical activity program and its’ effects on their behavior. The authors state that it has been
well documented that regular participation in physical activity has a positive influence on
youth’s health and well-being. Given the fact that consistent participation has these positive
influences, it is important to maintain a positive experience in physical activity endeavors for the
participants. According to the Social Cognitive Theory, behavior change is affected by
environmental influences, personal factors, and attributes of behavior itself (Bandura, 1986).
Self-efficacy and outcome expectancy are considered as major personal correlates of behavior
(Huang, 2013). The authors found that, “researchers who have conducted empirical studies have

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posited that self-efficacy is considered to be the most powerful cognitive predictor of behavior”
(Huang, 2013).
Their study found that youth in intervention groups (participants in sports) reported
significantly greater increased scores in their self-efficacy and peer support over time when
comparing with the group not involved in sports (Huang, 2013). “Similarly, youth in the
intervention group had significantly greater increased scores in perceived peer support” (Huang,
2013). Through the authors study it shows that sport can play a pivotal role in personal
psychology as well as interpersonal psychology. The authors concluded by stating, “The sports-
based after-school PA [physical activity] program did raise children’s beliefs in their capacity to
participate in PA and their perceived support for PA received from friends. This study also has
potential for documenting that self-efficacy and social support are positive predictors of PA
behaviors” (Huang, 2013).
A study completed by Stodolska, Sharaievska, Tainsky, and Ryan also support the
psychological benefits through sports participation. Their study focuses on minority youth
participation in organized sports. Using the findings of Mahoney, the authors’ state, “youth
involvement in sports can instill confidence, promote positive values, and improve academic,
social, and physical benefits” (Stodolska, 2014). The American College of Sport Medicine states,
“Participation in sports improves physical and psychological health and decreases obesity levels
among youth” (American College of Sport Medicine, 2002). For minority youth especially, after-
school sports programs have been found to decrease law-breaking behaviors and serve as a
buffer from negative effects of low socioeconomic status, perception, and neighborhood crime
(Stodolska, 2014). Minority children’s involvement in after-school programs are a way of
fostering positive social, psychological, and physical development.

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The authors’ findings found many positive psychological benefits to the baseball program
participation. One particular finding states, “The desire to become better players, to develop
competence in baseball and to master different aspects of the game resonated clearly in the
narratives of the minority youth” (Stodolska, 2014). It is important that youth have a feeling that
they can complete tasks at their best ability, and this sport program proved that for this
population. One student in their study commented on being safe in this program saying, “it keeps
me out of the streets because there is a lot violence happening in my neighborhood and anything
can happen. So, it is better for me to stay out of the neighborhood, from the violence, the
shootings” (Stodolska, 2014). Another student said about safety, “Most of the stuff is always
happening during the day. And if I am at a baseball game, during the day, from three to six then I
don’t have anything to worry about” (Stodolska, 2014). These quotes show that the students are
committed to changing their upbringing through the sport of baseball.
The authors’ findings go on to highlight multiple facets of psychological benefits through
this baseball program for these minority inner-city youth. Participants touched upon topics such
as trying to keep pushing their self and keeping humble as well as expressing interest in making
it to the MLB (Major League Baseball). Being able to aspire towards a goal is a huge step in
psychological development. Being a part of this program allowed for participants to stay off the
streets and strive for goals that once seemed unattainable.
The authors’ concluded by stating, “Satisfying youths’ basic needs for competence,
relatedness, and safety were offered through their participation in sport” (Stodolska, 2014). The
participation included both intrinsic motivation as well as extrinsic motivation. The intrinsic
motivation included the desire to have fun, enjoyment of the game, and increase self-esteem.
These factors can all lead to long-term involvement through sport. The extrinsic values that

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arisen can wreak major benefits for the future. The authors’ state, “extrinsic motivations for
involvement in sport among minority youth truly offer avenues for individual success”
(Stodolska, 2014). Regardless of the motivation, whether it be intrinsic or extrinsic, it is evident
through the researchers’ study that psychological benefits certainly come to the forefront when
combined with sports.

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Academic Grade Success
The third theme that came prominent through this researcher’s review of literature was
the success of academic grades. A study composed by Carlson, Fulton, Lee, Maynard, Brown,
Kohl, and Dietz talks about physical education and academic achievement in elementary schools.
The researchers’ state, “we examined the influence of physical education in US elementary
schools on direct measures of academic achievement in mathematics and reading from
kindergarten through fifth grade” (Carlson, 2008). The authors’ research was given through
standardized testing and the involvement through physical education classes.
The researchers’ findings found that girls received the most benefits from physical
education for these age groups. They stated, “in this study on association between time spent in
physical education and academic achievement, we observed that girls with the highest exposure
to physical education (70-300 minutes per week) versus the lowest exposure (0-35 minutes per
week) exhibited a small academic benefit for mathematics and reading, we observed no
association for boys” (Carlson, 2008). Their conclusion states, “in addition to physiological
effects [of physical education], physical education can influence other developmental domains,
and these effects may differ for girls and boys” (Carlson, 2008).
A study done by Fox, Anderson, Neumark-Sztainer, and Wall focused on the comparison
between physical activity and sports team participation and its association with academic
outcomes in middle school and high school students. The researchers’ stated that previous
studies have found that higher physical activity participation in fact are associated with greater
academic success but there is a lack of studies that focus on if it is physical activity itself or due
to sports team participation (Fox, 2010). The authors’ state, “students who perform more hours

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of physical activity and/or more intense physical activity have better academic achievement than
those who are less physically active” (Fox, 2010).
The researchers found numerous key points while doing their study. One key finding
states, “middle school boys were the most likely to participate in team sports, while high school
girls were the least likely” (Fox, 2010). They all found that both sports team participation and
physical activity are associated with improved academic success. “For high school boys and
girls, sport team participation was significantly associated with a higher mean GPA” (Fox,
2010). The researchers’ also concluded that there was a significant association between
performing more hours of high endurance physical activity and higher mean GPA for both
genders and school groups (Fox, 2010).
The researchers’ concluded by saying, “the results indicated that for middle school boys
and high school boys and girls, sports team participation was associated with a higher GPA.
Furthermore, performing more hours of MVPA [physical activity] was associated with higher
GPA for girls and boys in middle school and high school” (Fox, 2010). This means that the
physical activity piece is more important to academic success, as it is voluntarily done with what
the participants find fun and exciting. The intrinsic value of this activity allows for greater
benefit.
Another study that focuses on the relationship between academic success and physical
activity was a study done by Santiago, Roper, Disch, and Morales. Their study focused on the
relationship between these two categories for fourth and fifth grade Hispanic students. The
researchers’ state, “Hispanics represent the largest minority group in the United States and the
fastest growing segment of the school-aged population” (Santiago, 2013). They mention how

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there has been multiple correlation studies between the two, but none that focus directly on
Hispanic students.
The results of the study did not find that aerobic capacity and body composition
significantly related to academic achievement for the combined group of boys and girls.
However the researchers’ state, “when the analysis was conducted by gender, the results revealed
a small but positive significant relationship between aerobic capacity and overall math grades
among girls” (Santiago, 2013). The findings of the present study suggest that girls show higher
achievements than boys. According to the researchers’, “previous research has also suggested a
stronger relationship between physical fitness and academic achievement among girls compared
to boys” (Santiago, 2013). They researchers’ also conclude by saying, “it is possible that because
of the limited experiences and opportunities girls have for PA [physical activity], both in and out
of school, when they are active, the benefits are slightly greater than those of boys who engage in
PA on a regular basis” (Santiago, 2013).
It is evident that through this researcher’s review of literature that sports do in fact impact
academic success through the means of the themes that have been listed. Social benefits,
psychological benefits, and academic grade success all have shown positively through sporting
programs. Sports serve as a socializing agent for youth participants. By socializing through sport,
it allows for participants to have a sense of belonging and security; which directly ties to the
psychological benefit of sports. Sports allow for participants to set goals and strive for a better
future. While striving for this better tomorrow for the involved participants, they are able to see
the importance of academic success within the classroom as well. All these themes tie together as
a complete package of academic success. Throughout this chapter, the researcher presented the
three (3) emerging themes from the studies that were reviewed. In the next chapter this

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researcher will present a review of the research methods that were used to complete the research
study.

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Chapter 3
Research Methods
Introduction
This chapter of this researcher’s study will discuss the research methods that were chosen
for the study. The qualifications as the researcher will be explained for a better understanding of
why this person is able to do such a research. There will be a strong description of the population
that is being used for the research. The instrumentation that will be used to test the population
will be stated to have a better understanding how the students were tested. A step by step
procedure will be covered during this chapter as well. The researcher will also discuss the design
of the study and how the treatment of the data was obtained. Throughout the chapter, it will be
clear that this research is in line with the researcher’s work. There will be a clear structure as to
how the study is being done as well.

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The Researcher
It is important as the researcher to be qualified for the study that is being completed. This
researcher for the study at hand has numerous qualifications that allow this research to be
complete. This researcher is employed through a national organization whose mission is to help
alleviate poverty. This employment has been in effect since August 2014. Through this
employment, the researcher has been placed in two locations; one being the host school and the
other being the college in which the researcher is completing their Bachelor’s degree in Sport
Management as well as beginning their Master’s degree in Sport Management with a
concentration in Leadership.
While being in the host school this researcher has the role of Enrichment Support
Coordinator. Through this role, this researcher was able to create this after school program.
Being able to create the program, the values and mission were able to be completed by this
researcher. This allows for this researcher to instill the kind of values that the researcher sees as
valuable for young student athletes. This researcher, through this role, spends two full days
within the host school with additional time in the school through additional programming. This
time in the school gives this researcher familiarity with the students throughout the program.
This help sets positive impact while students are in the program as well as out of it.
The education that this researcher is completing is significant. Having three years of
Sport Management courses at the undergrad level is worthwhile. However, it is even more
significant to mention that these three years are at an accredited institution, which proves the
quality of education is above the standard Sport Management education elsewhere. Not only has
this researcher excelled in the undergraduate courses, be this researcher has also pushed their
limits and has begun to take graduate level courses to further their education. All this education

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and related courses work material has benefitted this researcher when creating, developing, and
implementing the program for the host school.
Another highlight that this researcher would like to emphasize is the over seven years of
working with youth in areas such as mentoring, tutoring, and coaching in this age level. This
researcher has coached three seasons of youth soccer and two seasons of youth basketball for
youth in the same demographics as the host school. This researcher has been a tutor through a
national program that helps youth in reading and mathematics. Not only has this researcher been
a tutor for the program, but this researcher was even promoted to coordinator for the program
after excelling as a tutor. This researcher had both roles as a tutor and coordinator while in the
host school as well; which furthers the impact this researcher already has had within. This
researcher has also come across many youth students and has been put in a role as a mentor
many times throughout these seven years. In these roles this researcher has been a part of, the
role of mentor often follows.
With all this experience and qualifications, this researcher has had many circumstances
that will help deal with the population of the host school.

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Population
The host school is located directly within an inner city in a Massachusetts setting. This
area is a low socio-economic area where poverty is a regular thing even right outside the school.
The students within the school are 100% minority. There are a few Caucasian administrators
within the school, but there is not one student who is. The school has a 92% free/reduced lunch
population as well.
The target sample group for the program are the 7th and 8th grade students who are in the
after school program. This gives the program a total of seven students. The breakdown is as
follows: 7/29 which gives the program a 24.2% of the total population of both grades. The 8th
grade compiles four participants as the 7th grade compiles three of the participants. The students
are all male, as they were the only participants that showed interest in the program.

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Instrumentation
There are multiple methods of instrumentation that this researcher came up with to test
the students on their academic success throughout the program. It is important to have multiple
avenues of testing, as there is not just one way to see academic success.
This first instrumentation for testing was a pre-test evaluation. This test was a
standardized test for knowledge level up to 8th grade. This test was given prior to the start of any
programming to see where the knowledge level was.
As the program continued the next portion of instrumentation was the evaluation of the
report card grades. These were given out after 5-6 weeks of programming and this researcher
was able to compare the first term grades to the second term grades which were being compiled
while the program was running.
Another instrumentation tool was the classroom conduct scores that are located on the
report card as well. Through these, this researcher was able to see if the values being taught
through the program were being put to use in the classroom as well. A very important piece to
what the program wants for outcomes.
The following piece was completed by an interview with the students. Through this, this
researcher was able to find key pieces that including autonomy, self-esteem, and self-perception
through the eyes of the students that were involved.
The final piece completed was a post-test at the end of the program. This allows for a full
review of work that was done through the program. This gives this research a guide as to if the
students improved or not from these test scores when comparing them to the pre-test.

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Procedures
This researcher set up the program for maximize the success not only for the students, but
to develop a sustainable program and model to be used for the school and potentially others.
The procedures start with the students given pre-test prior to the start of the program.
This allows this research to see their academic/knowledge standing prior to any practices being
put into place. Next, students attended the basketball sessions twice a week for an 8 week period.
Students were able to learn teamwork, sportsmanship, and basic fundamentals of the sport to
reach the highest success possible. During these weeks, students were given study packets as
well. These study packets would help with the post-test scores as well as classroom work that
they would receive.
Next, the grades from teachers were collected and analyzed. This was set up so the full
second term of the report card would be from when the program was put in place. This allowed
for this researcher to see the full spectrum of their academic scores while both in the program
(term 2) and completely out of the program (term 1). The program then came to a close and this
researcher conducted interviews with the participants in the program. This interview allowed for
this researcher to see how students felt about self-esteem, self-perception, and autonomy both
before and after the program was in place at the host school. Finally, post-tests were given to the
students. This researcher was able to see how the students progressed from the program when
comparing the pre-test and post-tests of the students.

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Designof Study
After gathering all the data this researcher had to come up with what kind of design best
fit the information obtained. The best way to show this data collected would be a combination of
both qualitative and quantitative methods.
It is important to represent the grades through graphs and tables. This will allow for the
reader to easily see the progress through these charts rather than reading grades through words.
However, it is important for this researcher to explain through words the interview responses.
This will allow for the reader to get a full glimpse of how the students felt prior to the program
and at the conclusion of the program about their host school.
This researcher was able to compile all the data through action research methods. Being
an active member within the school, and the developer of the program this researcher was able to
use action research to collect the data. Content analysis of previous research helped strengthen
this researcher’s study as well.

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Summary
Throughout this chapter this researcher explained multiple pieces of the research methods
that were done throughout this study. This is an important piece to help further understand how
this researcher went about completing this study.
This researcher has become quite knowledgeable through youth sports from the many
experiences this researcher has been a part of. From coaching to leading program to being an
employee that strives for this mission, it is clear to see this researcher has a strong background
for this type of study. The population used from the school is small, but is a population that
needs these types of programming.
This researcher put in place instrumentation and procedures that will allow for success
from this program that can be sustainable. By connecting this after school sports program to
academics of the students it can show the host school that sports can and should be an
instrumental part of the school’s success. Through action research methods and a mixed method
of the study’s design, this researcher will put together a strong case on how this program has
shown success. The following chapter will show this researcher’s results and findings from the
study that was done.

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Chapter 4
Results and Findings
Introduction
This chapter will review the results of the research that has been performed by this
researcher. By using an after school basketball program as an incentive for improvements on
academic performance, this study has shown positive results for the students within the program.
A complete analysis of students’ academic performance will be done.
Data was collected and completed through the means of four themes consisting of pre and
post testing at the beginning and completion of the program, report card grades throughout the
course of the school year, end of program interview consisting of questions highlighting
autonomy, self-perception, and self-esteem, and finally the classroom conduct scores located on
the students report cards. These four themes give the researcher a wide variety of characteristics
that cover academic achievement under its’ theoretical umbrella.
Students throughout the analysis will be labeled as Student 1 through Student 7. Students
1-4 are in the 8th grade class whereas Students 5-7 are in the 7th grade class. Together these
students, who have been a part of the program since day one, total for a 24.2% (7/29) of the 7th
and 8th grade population. The 8th grade students make up a total of 26.7% (4/15) of their class
and the 7th grade students make up a total of 21.5% (3/14) of their class.

29. 29
Pre-Testing
Students were given a 10 question standardized test for the equivalent of their age group
and expected knowledge level prior to the start of the program and again at the conclusion of the
program. After the pre-test was given students received the mentoring, coaching, and skills
acquisition from the coaches throughout the program. Each week students also received study
handout packets covering multiple topics. These topics included how to improve study skills,
test-taking skills, stress-management skills, and time management skills. These would be crucial
for post-test grade scores.
As a result from the pre-tests Students 1-4 (8th grade) had a higher average score, 57.5,
than Students 5-7 (7th grade), 36.7. This was to be expected as the learning level of the test was
up to 8th grade; thus making it more difficult for the 7th grade students. This researcher was not
surprised by the test results being what they were at this point in the program. The anticipated
scores during the post test will be much improved.

30. 30
Report Card Grades
School report card grades were collected and analyzed prior to the start of the program.
First semester grades were already implemented prior to the start of the after school basketball
program, so the researcher was able to see the students’ academic standing before instruction had
begun. Part of the mentoring for the program (done by the coaches/volunteers) was to use sports
as an incentive to increase academic achievement and success. This was evident when the second
term report card grades were analyzed.
A study completed by Van der Merwe states, “educators realized that for academically
gifted learners extracurricular participation served to enhance their scholastic performance,
whereas for academically challenged learners extracurricular participation functioned as a
support to achieve within the school setting” (Van der Merwe, 2014). Students 1-7 all received
higher grades on their report cards from term one (prior to programming) to term two (during
programming). All seven students improved upon at least two subject grades from term one to
term two, with six out of the seven students improving upon at least 3 subject grades. Three of
the seven students even improved their grades in as many as five subjects.
Below is a graph consisting of the seven students and the six subjects the school grades
the student performance on. The first set of bars in the graph labeled students is just an emphasis
on the color each student represents and is used for an easier representation of how the numbers
scale upward. The left side of the graph shows the number for grades point adjusted score. For
example, Math with a score level of three would indicate that the student improved that grade
from term one to term two by a full grade level (ex. D- would go to a D,D+,C- with a C- being

31. 31
the students new grade in term two). This chart shows both the improvement of grades and
decreased of grades from term one to term two of the students’ school year.
Similar studies have shown positive results in academic scores as well. Carlson stated, “Reading
and mathematics scores exhibit a high level of reliability” (Carlson, 2008). Thus meaning that
these scores have shown the strongest influence on physical education and activity. Another
additional study done by Santiago, Roper, Disch, and Morales provided similar results. Their
conclusions state that, “the findings of the present study suggest that girls with higher AC
[aerobic capacity] show higher achievements in math” (Santiago, 2013). In the researcher’s
particular study it showed that male students had a high level of reliability in progressing their
grades.
The following line graphs show the students individual grade scoring. This shows the same
results as the chart above, but lays it out as the individual students.
-3
-2
-1
0
1
2
3
4
5
6
7
8
GradePointsAdjusted
School Subject
Report Card Grade Chart
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7

32. 32
-3
-2
-1
0
1
2
3
GradePointsAdjusted
School Subject
Student 1
Series1
-4
-3
-2
-1
0
1
2
3
GradePointsAdjusted
School Subject
Student 2
Series1
-4
-2
0
2
4
6
8
GradePointsAdjusted
School Subject
Student 3
Series1

33. 33
-3
-2
-1
0
1
2
3
4
5
GradePointsAdjusted
School Subject
Student 4
Series1
0
1
2
3
4
5
6
7
8
GradePointsAdjusted
School Subject
Student 5
Series1

34. 34
Separating the students individually allows for the reader to see the individual success for
each student throughout the program. This study did not focus on the negative grade scores.
These could be related to student-teacher relationships, at home life, or any other aspect that is
not known from this study. However, from the following findings, it is clear that this researcher’s
program did have impact on the importance of grades.
-3
-2
-1
0
1
2
3
4
GradePointsAdjusted
School Subject
Student 6
Series1
-4
-3
-2
-1
0
1
2
3
GradePointsAdjusted
School Subject
Student 7
Series1

35. 35
Classroom Conduct
Classroom conduct scores were analyzed from this section that has been documented on
the students’ report cards. Teaching the importance of sportsmanship, teamwork, and respect
(amongst other things) through the program, these findings were pivotal to the study. There was
not as drastic of an increase of these particular scores as it was in the students’ academic scores.
That being said however, there are still positive results to be commented upon.
“The Social Cognitive Theory (Bandura, 1986, 1997) represents a viable theory to
examine individuals’ behavioral changes related to PA (physical activity) participation.
According to this theory, behavior change is affected by environmental influences, personal
factors, and attributes of behavior itself” (Huang, 2005). It is important that the program gives
students an environment that will allow for this behavioral change to happen, and the results
prove that this has been just that.
Students are scored through conduct on things such as: following school and class rules,
respecting authority, demonstrating self-control, and demonstrating best effort. Students in the
program are expected to be leaders within the school; therefore this section of scores was highly
important for this researcher.
Six of the seven students have all improved upon at least one conduct area on their report
card. The seventh student however did not have a decline in any conduct score, and maintained a
respectable conduct from term to term. Student 3 increased their conduct scores in every
category that is listed in their report card. This student went up two whole points in all conduct
score but two. This student jumped from most (all but two) scores being unsatisfactory to
proficient in every single category.

36. 36
There was only one student who decreased in any of these conduct scores that are
shown on the report cards. Student 1 went down in three different aspects of this classroom
conduct scores. This was a disappointment to the research as these values are reinforced in every
session that is designed. This student went down in following school and class rules, respects
authority, and respects the rights, feelings, and property of others. This student is a particularly
strong asset to the program. Seeing these decreases (especially in these categories was quite a
disappointment. However, this being the only student with decreases in this conduct score
section was a positive overall.

37. 37
Post Program Interviews
The researcher formulated a questionnaire to set as a basis for an interview that touched
upon topics of self-perception, self-esteem, and autonomy. Van der Merwe states that,
“participation in the school’s structured extracurricular programme equips learners with
competencies representing different categories of benefit, such as skill gain with prolonged
effect, a sense of appreciation for belongingness and the ability to deal with challenges” (Van der
Merwe, 2014). These are gained from five categories which include team sports activities, clubs,
and school leadership involvement; all of which the after school program in the host school
provides. “The skills gain pertains to opportunities to increase interpersonal competence, school
engagement, self-concept, academic performance, and educational aspirations” (Van der
Merwe). All these characteristics are part of the core values the program the students have
participated in throughout the year.
Throughout the questionnaire, there were evident commonalities between the
participants. When asked the question, “how did you feel about your involvement at school
before the program was in place”, there were very similar answers that came about. Student 1
replied by saying, “it was boring not having any programs.” Student 3 simply replied by saying,
“it was boring.” Student 7 replied by saying, “I thought it was boring at first because I didn’t
have much to do.” From these answers to this particular question it can be concluded that these
students had a lack of school engagement prior to this program.
Another question that was asked was, “What three benefits have you gained from the
program?” Student 1 expressed, “sportsmanship, respect, [and] the courage to lead.” These three
responses highlight autonomy and self-esteem. Not only did this individual believe in himself as

38. 38
a leader but also having that courage to want to lead highlights these two psychological factors
through sport. Student 2 responded to the question by stating, “I’ve gained sportsmanship,
confidence, and loyalty because they teach us these things throughout the program.” Again this
student is showing benefits both in autonomy and self-perception. Other responses that came up
during this question were sportsmanship, loyalty, and trust. It is encouraging to see these
responses as the researcher of this study because of the emphasis that is placed on these values
throughout the program.
One final question worth highlighting was, “how would your experience at [the host
school] have changed if this program was available throughout all your years here?” Student 1
said, “I think school would have been better.” Student 2 replied with a similar response, “My
experience would be better than it used to be because it’s fun.” This is a clear sign that the host
school needed to do something for the students in the 7th and 8th grade classes. The benefits of
the program have clearly gone beyond the classroom and really made the students feel some
worth within the school. Student 3 even replied to this question by saying, “I would probably
interact more with people.” This goes into some of the social benefits of sports, and this student
made it clear that this would have increased their particular experience with this students social
benefits.

39. 39
Post-Test
This researcher understood the pre-test scoring prior to the program, but was still
disappointed with some of the results. However, the post-test scores had very positive results. It
is clear to see the students took the most out of the program as they could. From the mentoring
done by the coaches, to the study packets used as review sheets for academic success; post-test
scores showed positive results.
The 7th grade students showed the greater increase in grades on the test, but the 8th grade
students still had the higher average. The 7th grade students increased their average scores from
36.7 to 63.3. The 8th grade students went up from 57.5 to 77.5. The 7th grade students went up
26.6 points in average while the 8th grade students went up 20 points in average. The greatest test
score overall during the post-test was a 90 where during the pre-test the greatest overall score
was a 70.
These tests being random both times it was unexpected to know how results would be, as
there are many circumstances to tests that throw students off that sport cannot attest to. However,
it was clear through the improved grade scores that the students took an importance to study
habits and test taking abilities that were given through the program. This testing was a good basis
to see how the students responded to this researcher’s initiative through the program that was
implemented.

40. 40
Summary
As the importance of quality education grows, so does the importance of making
an impact on students at a young age. This study shows how sports can be used as an
incentivizing tool for academic success. Through the sports program, it has allowed this
researcher to impact the lives of these students when teachers and school staff may not have, as
this is such a crucial stage in child development.
The series of tests were important to see the student’s basic knowledge level prior to the
start of the program. The test was not before seen by the students. This had a skill level for
students in their age range and was given randomly without warning. The post-test results helped
prove the success of the program.
School year grades were received from the first term in which the program was not run.
Grades were compiled from September 2014 to the end of November 2014 and were analyzed
and to be used as the ground work for the programming. As programming went on, the
researcher and the coaches/volunteers put an emphasis on the importance of school grades, as the
students look to aspire to be on sports teams as they move on to high school. After receiving the
second term grades, it was clear to see the students understood what was told to them as their
grades reflected that.
Prior to this school year, the school in which the study was performed, never had an after
school program in which the 7th and 8th grade students could participate. Knowing this, the
researcher found that it would be important to question the students while touching upon self-
perception, self-esteem, and autonomy. Through analyzing the results of the questionnaire, it was
clear to see that students had a greater feeling about the school they are in. students claimed

41. 41
school was boring, not fun, and not wanting to be there prior to the start of the program.
Classroom conduct was one of the more important themes that were emphasized throughout the
program. Not every student is good in testing or grades in general, however conduct within the
school/classroom can show a lot about a student. These conclusions were found from the report
cards. An entire section of the report card is designated to conduct within the classroom.
In this chapter this researcher presented the data that supported each of the four emerging
themes, as stated above. In the next chapter this researcher will present a summary of the entire
research project, conclusions based on the data and this researcher’s insights on the data, and
suggestions for future research or best practices for success in academics through sports.

42. 42
Chapter 5
Summary, Conclusions, and Recommendations for Future Research
Summary
The research completed by this researcher was a correlation analysis between sports
participation and academic success in an inner-city middle school setting. Chapter one
highlighted the importance of such a study and emphasized why this study should be done.
Chapter two captured three themes that emerged from reviewing the previous literature
on similar research. This researcher found themes that included the social benefits, psychological
benefits, and academic achievements through sports. These findings were all found with middle
school populations, inner-city schools, and schools with limitations for sport participation.
Chapter three was all about this researcher and the research study at hand. It is important
to highlight the qualifications of this researcher while completing this research study. This adds a
component of believability to the research that is being done. This chapter also gave the methods
of instrumentation which the students were being tested on.
Chapter four laid out all the data that was compiled through this researcher’s study. This
gave an in depth look at the students test scores, report card grades, conduct scores, and
psychological benefits through an interview that was conducted. These four means of success
highlight one form (or more) of academic success that is needed within school settings.

43. 43
Conclusions
At the end of this research, it is clear to say as the researcher, that this sport program has
a positive correlation to academic success for this school setting. Sports have shown to be a
positive influence on the lives of these youth participants in one form or another. Students
received positive results through academics, classroom conduct, and basic psychological needs
through participation in this program.
The most positive result of academics through this after school sports program was
through the student’s grades on their report cards. All seven students involved in the program
went up in at least two subjects on their report card from term one to term two. Six out of the
seven students went up in at least three subject grades. There were even two students who went
up in five subject scores on their report cards. This aligns strongly with findings of Santiago,
Carlson, and Fox; all of which who found positive academic results through physical activity and
sports team participation as well. This proves that sports can be used as an incentive to academic
grade success.
Classroom conduct was also found to be improved through this researcher’s sports
program. Six out of the seven students increased in some level on classroom conduct scores; with
the seventh staying place on every one. This seventh student also had classroom conduct that is
acceptable in any setting. There was another finding that proved to be strong through analyzing
the conduct scores as well; six out of the seven students did not decrease in any conduct scores
that were reported on the report card. This researcher was very pleased with these results, as the
program looks to instill these positive values for these young men.

44. 44
Psychological factors showed great benefits from having this program for the students.
Prior to the program, the 7th and 8th grade students in the host school had no after school
participation. This left students feeling unwelcomed and left out from their own school. Through
a series of interviews with the students, it was clear that if there was programming throughout
their time in the school their experience would have been greater. Researchers such as Chen,
Everhart, and Van Der Merwe found similar findings throughout their studies. Filling basic
needs such as feeling welcome in a setting is enough to make a student want to achieve within
that particular setting. This program that this researcher created allowed for that to happen for
seven young individuals.

45. 45
Recommendations
Every study that is completed can be enhanced to make better for the parties involved.
This researcher suggests that studies like this should be completed time and time again, as it
proved to be beneficial for all who were involved.
However one recommendation that would be made is that there should be a larger sample
size. This study had a small population within the school as it was limited to just 7th and 8th grade
after school participants. This program should be scaled out beyond the host school even. This
program could be used to benefit other schools city wide with similar backgrounds and/or
circumstances. This could even be used as a new model for schools that have sport programs
already as it proves the success of the students who are within the program.
The time performing the sports piece also would need to be extended from the two days a
week to a complete five day a week program. This will allow for the potential researcher to fully
analyze the participant’s success on a daily basis. This particular researcher had the luxury of
being in the school more than the two days a week, so the impact was being made more than
twice a week but the performance of the sports was not conducted more than two days.
This school was limited by a gym that was not regulation size as well. This would need to
be changed in order to get the full effect on the fundamentals of the game that were hindered
from this lack of gym space. This researcher is skilled enough to make due with what was given
to them, as Everhart states, but not every researcher may be able to conduct such useful practices
with the limitations of an unregulated gym.
The final recommendation that should be considered is doing the program throughout the
duration of the school year. This can be done with the same participants and change the sports.

46. 46
This would allow for any potential to follow the progress of the students throughout the entire
school year, instead of picking it up a term through. This could give students higher grade
averages from the get go, instead of putting an emphasis on grade after the completion of an
entire term.
Overall this research has proven that sports can in fact be used as an incentivizing agent
to promote positive academic success. This academic success can be proven through multiple
avenues that include report card grades, classroom conduct, and psychological benefits that allow
for a more positive experience in the classroom.

47. 47
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