CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Sport is an integral part of the formal system of educational process. It is essential for the total development of an individual. Sport, therefore is part of the School curriculum from Nursery School to the university level. Ofili (2010) described sports as all organized physical activities engaged in outdoors or indoors, done in a special area for pleasure or competitive in nature under specific rules and regulations. Sports bring refreshingly satisfying experience during and after participation to both old and young. Regular participation in sports and physical activities offer tremendous physical, social, emotional, mental and economic benefits to individuals and groups. Since children are full of activities, because of the volume of energy in them which must be expended, children gain a lot in participating in sports and physical activities. Studies have shown that sports and exercises promote physical fitness, build and maintain healthy bones, muscles, joints and vital organs of the body. Exercise can help people feel better and their lives too, reduce anxiety and improve mood. Evidence is also building to show that physical activity is associated with substantially reduced risks of mental illnesses and conditions. The benefits of physical activity in the treatment of depression (National Institute of Clinical Excellence, 2004) and improvement in selective aspects of cognitive function in older adults are becoming increasingly well established (Angevaren, Aufdemkampe, Verhaar, Aleman, & Vanhees, 2008). Sports can promote the spirit of social interaction, cooperation, friendship and foster desirable social behavior like loyalty, honesty, fair play, trust, build selfdiscipline, respect for others and constituted authority among individuals and groups. Sports carry the capability to foster peace and unity among people of different backgrounds and race. Sports have been used as a strategic weapon for peacebuilding, even in warring Nations like Liberia. It contributes to psychological wellbeing by reducing anxiety and depression; enhance self-esteem, tangible experiences of competencies and successes as well as increased self-confidence and sense of accomplishment.
In the same vein, studies also revealed that physical activity is associated with mental health and wellness of individuals. It was further established that regular activity and improved fitness contribute to psychological well-being (Biddle & Mutrie, 2008; Biddle, Fox & Boutcher, 2001). They further revealed that, there has also being growing interest in the benefits of physical activity for mental health and a strong evidence base shows that regular activity and improved fitness increases psychological well-being. In the same vein, Case, Fertig and Paxon (2005) revealed that students’ health is associated with low educational level, social, economic and behavioral problems. Furthermore, Yu Pan, Chia- Hua Chu, Chia- Liang Tsai, Sha- Yu Lo, Yun- Wen Cheng and Yu-Jen Liu (2016) in their study assessed the positive direct effects of engaging in regular physical activity particularly apparent in the prevention of several chronic diseases, including: cardiovascular disease, diabetes, cancer, hypertension, obesity, depression and osteoporosis. Their study assessed the effects of a 12-week table tennis exercise on motor skills, social behaviors, and executive functions in children with attention deficit hyperactivity disorder (ADHD). The study revealed that, “the racket-sport intervention is valuable in promoting motor skills, social behaviors, and executive functions and should be included within the standard-of-care treatment for children with ADHD”. Nabofa and Eboh (2011) posited that leading a physically active lifestyle can help prevent diseases and positively contribute to health and wellbeing of all people regardless of age, race, ethnicity, gender, sexual orientation, disability status, income, educational level, or geographical location. The World Health Organization [WHO] (2004) revealed that an average individual need to live a physically active life to ensure optimal health and wellness. Consequently, it was recommended that school children should do daily exercises and physical activities for at least 60 minutes so as to achieve an adequate amount of physical fitness and wellness. This therefore, necessitated construction and maintenance of adequate sports facility as the platform to achieve this.
Physical activity helps children’s cognitive development, development of the body organs and protection against deficiency. A positive relationship of physical activity and academic performance has been explored through several studies conducted in the USA by the California Department of Education; Dwyer, Sallis, Blizzard, Lazarus, & Dean (2001); Dwyer et al. (1983); Linder (1999); Linder (2002); Shephard (1997); Tremblay et al. (2000); and others. These studies support one another in suggesting that when a substantial amount of school time is dedicated to physical activity, academic performance meets and may even exceed that of students not receiving additional physical activity (Shephard, 1997). Physical activity and sports play great roles in the developmental growth of children and the capacity for enhancing body systems to function at peak level could be very incredible. When children are exposed to physical activity and sports early in life, their cognitive performance is increased over their colleagues that do not engage in physical activity and sports. Physical activity and sports, when regulated will also compliment wellness of school children and even adults. Weikart's concern was that children are having fewer opportunities to be physically active and develop basic motor skills that will enhance children academically. In another study by Mitchell, findings revealed that there is "the relationship between rhythmic competency and academic performance in first grade children" (1994). The findings supported a link between academic achievement and the motor skills of maintaining a steady beat. Also motivated by Phyllis Weikart, are Kuhlman & Schweinhart, who reported in their discussions that children's timing has been found to be positively related to children's overall school achievement, as well as mathematics and reading achievement (1999). According to Leslee J. S, and Debby M (2001), in their study on, “Does physical activity influence academic performance?” concludes that; enhanced brain function, energy levels, body builds/perceptions, self-esteem, and behavior have been attributed to physical activity and to improved academic performance. Regulated physical activity and sports in schools will build body physiological and psychological growth and consequently enhance wellness of school children. Furthermore, a significant body of research has demonstrated, that student health predicts low educational level, social and economic inequalities, and behaviour problems experienced into adulthood (Case, Fertig, & Paxon, 2005; Needham et al., 2004; Palloni, 2006). There is an assumption that improvement in nutrition and physical fitness will have a direct and positive influence on academic performance. Yet, the relationship between physical fitness and academic performance is a complex one that has multiple, alternative explanations. Therefore, the provision and standardization of sports facility in private schools is not negotiable because of the numerous benefits that children would enjoy at the school level. On the contrary, there is proliferation of “a one block of rooms’ international schools” in Ekiti state. Meanwhile, this contravenes “the United Nations Convention on the Rights of the Child (1989) Article 29.1. The article stated that, “the education of the child shall be directed to the development of the child’s personality, talents, mental and physical abilities to their fullest potential”. In spite of the benefits that are attached to participation in physical activities in relation to wellness, it was observed that most schools, especially private schools in Ekiti state did not build and maintain sports facilities for sporting activities for school children. Non-compliance of most private schools to standard sports facility
1.2 STATEMENT OF THE PROBLEM
The potential for physical activity and fitness to improve cognitive function, learning and academic achievement in children has received attention by researchers and policy makers in developed nations. There seems to be a disconnect between founders of private secondary schools and government criteria for provision of sports facilities for physical activity, fitness and sports development of children in private schools in Ekiti state. It has been ascertained that physical activity helps children’s cognitive development, development of the body organs and protection against deficiency. However, there is proliferation of “a one - block of rooms’ international schools” in Ekiti state; which has contravened “the United Nations Convention on the Rights of the Child (1989) Article 29.1. In spite of the benefits that are attached to participation in physical activities in relation to wellness, it was observed that most schools, especially private schools in Ekiti state do not see the need to build and maintain sports facilities for sporting activities for children. Non-compliance of most private schools to standard sports facility development may be a foundation for athlete’s poor performance in international sports engagements today. Additionally, there is a rise in childhood diseases and cases of child obesity among school children. The study therefore, examined impact of physical activity on wellness of students in private secondary schools in Ekiti state
1.3 AIM AND OBJECTIVES OF THE STUDY
The main objective of the study is to examine the impact of physical activity participation on wellness of students in private secondary schools in Ekiti state. The objectives of the study are:
- To examine the level of relationship between physical fitness and the health of secondary school students in Ekiti west L.G.A.
- To establish the joint impact of physical fitness on the health of secondary school students in Ekiti west L.G.A.
- To establish the relative impact of physical fitness on the health of secondary school students in Ekiti west L.G.A.
1.4. RESEARCH QUESTION
The below research question was answered:
- What is the level of relationship between physical fitness and the health of secondary school students in Ekiti west L.G.A?
- What is the joint impact of physical fitness on the health of secondary school students in Ekiti west L.G.A?
- What is the relative impact of physical fitness on the health of secondary school students in Ekiti west L.G.A?
1.5 STATEMENT OF THE HYPOTHESIS
The following hypotheses were tested:
There will be no significant joint impact of physical fitness on the health of secondary school students in Ekiti west L.G.A.
There will be no significant relative impact of physical fitness on the health of secondary school students in Ekiti west L.G.A
There will be no significant joint impact of physical fitness on the health of secondary school students in Ekiti west L.G.A.
There will be no significant relative impact of physical fitness on the health of secondary school students in Ekiti west L.G.A
