CHAPTER I
THE PROBLEM AND IT'S SETTING
This chapter includes the introduction, theorical framework, theoretical paradigm,
conceptual framework, conceptual paradigm, statement of the problem, hypothesis, scope and
delimitation, significance of the Study, definition of terms, and the notes.
Introduction
Sports have long been considered an essential component of holistic education. Beyond
physical fitness, sports contribute to character development, discipline, teamwork, leadership,
and academic performance. In the context of Senior High School (SHS), sports serve as both a
co-curricular and extracurricular activity that supports the physical, mental, and social well-being
of students. However, the perception of its educational contribution may vary between teachers,
who often view sports as supportive of academic goals, and students, who may regard it as a
source of enjoyment, identity, and self-expression.
The integration of sports in the school system plays a crucial role in molding well-rounded
individuals. Through participation in sports, students learn the values of perseverance, respect,
cooperation, and fair play—skills that are not only valuable in the playing field but also in
academic and real-life situations. Teachers, on the other hand, recognize sports as a means to
enhance students’ motivation and engagement in learning. It encourages students to manage
their time wisely, maintain a balanced lifestyle, and develop a sense of responsibility.
In the Philippine educational setting, the implementation of the K to 12 Curriculum emphasizes
the importance of co-curricular activities, including sports, as a complement to academic
learning. The Department of Education (DepEd) supports various sports programs such as the
Palarong Pambansa, intramurals, and physical education classes that aim to develop the
physical, emotional, and social skills of learners. Despite these efforts, there remain varying
opinions among teachers and students on the actual educational benefits of sports. Some
educators argue that too much involvement in sports may distract students from their studies,
while others believe it enhances academic focus and performance by promoting discipline and
stress relief.
From the students’ point of view, sports can be an avenue for self-expression, social
connection, and personal achievement. It allows them to build friendships, relieve academic
pressure, and gain confidence through competition and teamwork. For some, sports even
become a stepping-stone to future opportunities such as scholarships and careers in athletics.
However, not all students share the same enthusiasm, as others may perceive sports as time-
consuming or less relevant to their academic goals.
Given these differing perspectives, it becomes important to examine how both teachers and
students view the educational contribution of sports. Understanding these viewpoints can help
educators, school administrators, and policymakers design programs that balance academic
and athletic development. By comparing these perceptions, the study seeks to uncover the
similarities and differences that may influence how sports are valued within the Senior High
School community.
Ultimately, this research aims to highlight the broader significance of sports in education—not
only as physical activity but as a vital instrument for holistic development, character formation,
and lifelong learning. The findings of this study may serve as a basis for improving sports
programs in schools and fostering a more integrated approach to education that values both
academic excellence and physical well-being.
Theoretical Framework
This study is anchored on two main theories:
1. Holistic Education Theory (Miller, 2000) – emphasizes the development of the whole person:
intellectual, emotional, social, physical, and spiritual. Sports play a crucial role in achieving
holistic growth.
2. Social Learning Theory (Bandura, 1977) – posits that individuals learn from observing and
interacting with others. Sports provide opportunities for peer modeling, teamwork, and
discipline, which enhance learning both inside and outside the classroom.
Theoretical Paradigm
Dependent Variable (DV): Moderating Variables:
Independent Variable (IV): Educational contribution of Gender, grade level, teaching
Teacher and student views sports in Senior High School experience, and sports
involvement
Conceptual Framework
This study assumes that both teachers and students recognize the educational contributions of
sports, although their perspectives may differ in terms of emphasis and interpretation. Teachers
are likely to view sports as an extension of the learning process—one that reinforces academic
values such as discipline, time management, responsibility, and goal-setting. From their
standpoint, sports participation helps students develop positive attitudes that enhance
classroom performance and academic engagement. Teachers may also see sports as a tool for
building character and fostering leadership skills that align with the school’s educational
mission.
On the other hand, students may emphasize the personal and social aspects of sports. For
them, participation in sports activities can be a form of self-expression, stress relief, and social
interaction. Many students perceive sports as an enjoyable experience that allows them to
connect with peers, develop teamwork, and gain self-confidence. It may also provide a sense of
belonging and accomplishment beyond academics. In this sense, sports become an avenue not
only for physical development but also for emotional and psychological growth.
The study is anchored on the assumption that these two perspectives—academic and personal
—are both essential in understanding the holistic value of sports in education. While teachers
often focus on how sports contribute to learning outcomes and discipline, students tend to value
the social and recreational dimensions that enrich their school life. Comparing these perceptions
provides a deeper understanding of how sports function as a bridge between academic learning
and personal development.
The conceptual framework of this research illustrates the relationship between the independent
variable, which is the perception of teachers and students, and the dependent variable, which is
the educational contribution of sports. The framework suggests that both groups’ perceptions
influence how sports are valued, supported, and integrated into the school curriculum. By
identifying points of convergence and divergence in these views, the study aims to highlight how
educational institutions can balance academic priorities with the broader developmental benefits
of sports.
In summary, this framework serves as the foundation for analyzing the comparative
perspectives of teachers and students. It underscores the idea that sports, when properly
integrated into the educational system, contribute not only to academic excellence but also to
the formation of well-rounded, socially responsible, and emotionally resilient individuals.
Conceptual Paradigm
[Diagram should be added – showing Input → Process → Output cycle]
Input: Teacher and student Process: Comparative Output: Identification of
perceptions on sports analysis of data using similarities and differences in
(collected through statistical treatment views; recommendations for
questionnaires) policy and curriculum
improvement
Statement of the Problem
This study seeks to answer the following questions:
1. What are the perceptions of teachers regarding the educational contribution of sports in
Senior High School?
2. What are the perceptions of students regarding the educational contribution of sports in
Senior High School?
3. Is there a significant difference between the views of teachers and students regarding the
educational contribution of sports?
4. What implications can be drawn for school programs and policies?
Hypothesis
Null Hypothesis (H₀): There is no significant difference between the views of teachers and
students on the educational contribution of sports.
Alternative Hypothesis (H₁): There is a significant difference between the views of teachers and
students on the educational contribution of sports.
Scope and Delimitation of the Study
This study will be conducted among Senior High School (SHS) teachers and students from
selected schools. It focuses on their perceptions regarding the educational contribution of sports
in the holistic development of learners. Specifically, it aims to compare and analyze how
teachers and students view the role of sports in enhancing academic performance, discipline,
teamwork, leadership skills, and overall student growth. The study intends to determine the
similarities and differences in their perspectives and how these perceptions influence the value
placed on sports within the educational setting.
The research is limited to gathering qualitative and quantitative data from SHS teachers and
students only. Other stakeholders such as school administrators, parents, and coaches are
excluded from the study to maintain a focused scope on the two primary groups directly
engaged in the teaching–learning environment. Furthermore, the study does not seek to
evaluate or measure the actual athletic performance, physical fitness levels, or academic
grades of students. Instead, it centers on the perceived benefits, attitudes, and beliefs about
how sports contribute to the educational experience.
The investigation will cover aspects such as sports participation, its influence on academic
motivation, social interaction, character formation, and emotional well-being. However, external
factors such as economic background, availability of facilities, and school funding for sports
programs are beyond the primary scope of this research. The results will be based solely on the
responses and opinions of the selected participants, which means the findings may not be fully
generalizable to all Senior High Schools nationwide.
The study will also be confined to a specific academic year and a limited number of schools
within a particular area, depending on accessibility and approval from school authorities. This
delimitation is necessary to ensure manageability of data collection and analysis within the
given timeframe. Despite these limitations, the study seeks to provide meaningful insights into
how teachers and students perceive the educational contribution of sports and to offer
recommendations that could enhance sports integration in the Senior High School curriculum.
Significance of the Study
This study is beneficial to:
Students – to better understand how sports contribute to their academic and personal growth.
Teachers – to gain insights on how to integrate sports into teaching strategies.
School Administrators – to improve policies related to sports programs.
Researchers – as reference for future studies on sports and education.
Operational Definition of Terms
Educational Contribution – benefits of sports in academic, physical, social, and emotional
aspects.
Perception – viewpoint or understanding of teachers and students.
Sports – physical activities or games organized within the Senior High School context.
Teachers – SHS faculty members who guide learning and assess student progress.
Students – Senior High School learners enrolled in selected schools.
Notes
A strong sense of self-confidence enhances motivation and learning outcomes.
Bandura’s Self-Efficacy Theory (1997)
Academic self-confidence significantly predicted academic performance.
Chemers, Hu, and Garcia (2001)
Students with higher levels of self-confidence are more likely to use effective learning strategies.
Pajares and Schunk (2002)
CHAPTER ll
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter includes some related literature and studies of foreign and local, synthesis and
References which are presented in the following paragraph.
Foreign Literature
According to Singh et al. (2019), sports play a vital role in enhancing students’ academic
performance by stimulating cognitive functions, improving memory retention, and strengthening
focus and concentration. Physical activity, as found in numerous studies, increases blood flow
to the brain, thereby improving mental alertness and learning capacity. Regular participation in
sports has been shown to reduce stress and anxiety, which can lead to better classroom
engagement and improved academic outcomes. Moreover, sports cultivate important life skills
such as time management, self-discipline, and perseverance—all of which positively influence
students’ ability to handle academic challenges effectively. Through sports, students not only
enhance their physical fitness but also develop a growth mindset that supports continuous
learning and intellectual development.
Weiss and Wiese-Bjornstal (2015) further emphasize that participation in sports contributes
significantly to character formation, teamwork, and leadership development. Team sports, in
particular, promote social interaction and cooperation among individuals from diverse
backgrounds, fostering mutual respect and empathy. Athletes often learn how to communicate
effectively, resolve conflicts, and work collaboratively toward common goals—skills that are
essential not only in sports but also in academic and professional settings. Additionally, sports
involvement instills resilience and emotional control, as students learn to cope with both victory
and defeat constructively. This holistic development nurtured through sports participation
reflects its enduring educational value, highlighting the importance of integrating athletic
programs as a complement to formal learning across educational institutions worldwide.
Local Literature
In the Philippine context, sports have long been recognized as an important aspect of holistic
education. According to Guinto (2018), participation in sports activities significantly contributes
to the development of discipline among students and helps reduce absenteeism in schools.
When students engage in organized sports, they learn to value time management, commitment,
and responsibility—qualities that translate into improved academic behavior and performance.
Sports participation also encourages learners to stay in school, as it provides them with
motivation, belongingness, and a sense of purpose. Moreover, it offers a healthy outlet for
stress and negative emotions, promoting positive attitudes and better classroom engagement.
This connection between sports and student discipline highlights the potential of athletic
programs as effective tools for improving both educational outcomes and overall student
behavior.
The Department of Education (DepEd) also underscores the significance of sports in national
education policy. Through programs such as the Palarong Pambansa, intramurals, and the
inclusion of Physical Education (PE) in the K to 12 curriculum, DepEd promotes sports as an
avenue for the physical, emotional, and social development of learners. These programs aim to
identify and nurture young athletes while instilling the core values of teamwork, perseverance,
and sportsmanship. In addition, DepEd initiatives emphasize the role of sports in nation-building
—fostering unity, pride, and camaraderie among Filipino youth from different regions. Several
local studies have supported these initiatives, noting that participation in school-based sports
enhances self-confidence, leadership, and community involvement. Hence, sports are not only
recreational activities but essential components of character formation and lifelong learning in
the Philippine educational setting.
Foreign Studies
Chen (2020) found that student-athletes in the United States tend to perform better
academically when actively engaged in organized sports. His study revealed that structured
athletic participation enhances students’ academic motivation, focus, and goal-setting abilities.
The discipline and time management skills developed through regular training schedules help
students balance academic and athletic responsibilities effectively. Moreover, Chen highlighted
that schools with strong sports programs often foster a sense of belonging and school spirit,
which positively influences students’ attitudes toward learning. Sports participation was also
linked to higher self-esteem and academic persistence, as student-athletes learned to apply
teamwork and perseverance—qualities gained from sports—into their academic pursuits. Thus,
organized sports were found not only to improve physical health but also to strengthen cognitive
and emotional resilience that contribute to overall scholastic success.
Similarly, Martens (2017) conducted research in several European countries which
demonstrated that participation in sports has a positive impact on adolescents’ mental health
and stress reduction. His findings indicated that physical activities serve as effective outlets for
emotional release and social interaction, which are vital during the developmental stage of
adolescence. Regular involvement in sports was associated with lower levels of anxiety,
depression, and academic burnout among students. Furthermore, Martens observed that sports
create supportive social environments where young people learn cooperation, empathy, and
respect for others. These benefits extend beyond the playing field, contributing to better
classroom behavior and emotional well-being. Collectively, such studies reinforce the global
understanding that sports are a powerful educational and developmental tool, promoting not
only academic success but also psychological stability and personal growth among students.
Local Studies
Dela Cruz (2019) observed that Senior High School students in Manila who actively participated
in sports exhibited stronger leadership qualities and better time management skills compared to
their non-athletic peers. The study emphasized that sports participation cultivates a sense of
responsibility, as student-athletes must balance their academic requirements with training and
competitions. This balancing act teaches them how to prioritize tasks, set goals, and manage
their schedules efficiently. Dela Cruz also noted that involvement in sports encourages
confidence and decision-making abilities, as students are often required to take initiative during
games and teamwork-based activities. The findings further suggest that schools offering well-
structured sports programs tend to produce more engaged and self-disciplined learners who
demonstrate higher motivation and better interpersonal relationships both inside and outside the
classroom.
Similarly, Santos (2020) found that teachers perceive sports as a vital tool in promoting
discipline, cooperation, and positive values among learners. The study revealed that educators
view sports as more than just physical activity—it serves as an avenue for moral and character
development. Through participation in team sports, students learn the importance of fairness,
respect, and collaboration. Teachers in Santos’s study also highlighted that students who
engage in sports tend to exhibit improved classroom behavior, stronger peer relationships, and
higher self-esteem. Furthermore, the research suggests that integrating sports into the
academic environment helps in reducing behavioral problems and enhancing student
participation in school activities. Overall, local studies such as those by Dela Cruz (2019) and
Santos (2020) reinforce the idea that sports play a crucial role in shaping well-rounded
individuals who embody both academic competence and social responsibility.
Synthesis of RRL
Both foreign and local literature emphasize the role of sports in holistic development. However,
there are gaps in comparative analysis of teacher and student perspectives, especially in the
Philippine SHS context, which this study seeks to address.
References
1. Bandura, A. (1977). Social Learning Theory. Prentice-Hall. Retrieved from 1. Bandura, A.
(1977). Social Learning Theory. Prentice-Hall. Retrieved from
[Link]
2. Chen, Y. (2020). The academic performance of student-athletes. Retrieved from
[Link]
_and_Their_Academic_Performance.pdf
3. Dela Cruz, M. (2019). Sports engagement and leadership in SHS. (Placeholder link)
4. Guinto, R. (2018). Discipline and attendance of SHS athletes. (Placeholder link)
5. Miller, J. (2000). Holistic Education. (Placeholder link)
6. Santos, A. (2020). Teacher views on sports in SHS. (Placeholder link)
7. Singh, P. et al. (2019). Cognitive benefits of sports participation. (Placeholder link)
8. Weiss, M., & Wiese-Bjornstal, D. (2015). Character development through sports. (Placeholder
link)
[Link]
2. Chen, Y. (2020). The academic performance of student-athletes. Retrieved from
[Link]
_and_Their_Academic_Performance.pdf
3. Dela Cruz, M. (2019). Sports engagement and leadership in SHS. (Placeholder link)
4. Guinto, R. (2018). Discipline and attendance of SHS athletes. (Placeholder link)
5. Miller, J. (2000). Holistic Education. (Placeholder link)
6. Santos, A. (2020). Teacher views on sports in SHS. (Placeholder link)
7. Singh, P. et al. (2019). Cognitive benefits of sports participation. (Placeholder link)
8. Weiss, M., & Wiese-Bjornstal, D. (2015). Character development through sports. (Placeholder
link)
CHAPTER lll
RESEARCH METHODOLOGY
This chapter presents the research methodologies used in the [Link] includes the research
design, population and sampling, respondents of the study, research instruments,data gathering
procedure and the statistical treatment of data.
Research Design
.
This study will utilize a descriptive-comparative research design to analyze and compare the
perceptions of teachers and students regarding the educational contribution of sports in Senior
High School. The descriptive aspect of the design aims to present an accurate profile of the
participants’ views, attitudes, and beliefs toward sports as an educational tool. It seeks to
describe how each group—teachers and students—understands the role of sports in promoting
academic performance, discipline, teamwork, leadership, and overall student development.
Meanwhile, the comparative aspect of the study focuses on identifying similarities and
differences between the two groups’ perspectives, providing a clearer understanding of how
their experiences and roles within the school environment influence their opinions.
This design is appropriate because it allows the researcher to gather and interpret data without
manipulating any variables, ensuring that results are based solely on participants’ genuine
responses. Through surveys or questionnaires, the study will collect quantitative and qualitative
data that reflect the participants’ perceptions of sports’ educational value. Statistical tools will
then be used to determine significant differences between teachers’ and students’ views. The
descriptive-comparative approach is ideal for this type of research since it does not attempt to
establish cause-and-effect relationships but rather aims to compare existing conditions and
perceptions within a natural educational setting. Ultimately, this design will provide insights that
may help improve school programs and policies integrating sports into the holistic development
of Senior High School students.
Population
The population of this study will consist of Senior High School (SHS) teachers and students
from selected schools. These two groups were chosen because they represent the primary
stakeholders in the teaching and learning process where sports play a significant role. Teachers
serve as facilitators of both academic and co-curricular activities, including sports programs, and
are in a position to observe how participation in sports influences students’ discipline,
motivation, and academic performance. Students, on the other hand, are the direct participants
in sports activities, making their perceptions crucial in understanding the educational
contributions of sports to their personal and academic development.
The study will include Senior High School students from various academic tracks—such as
Academic, Technical-Vocational-Livelihood (TVL), and Sports tracks—to ensure a more
comprehensive view of student perspectives. Teachers from different subject areas and grade
levels will also be part of the population to capture a wider range of professional insights. The
selected schools will serve as representative samples of the larger SHS community within the
chosen area. By including both teachers and students, the study aims to compare and analyze
their differing viewpoints, highlighting areas of agreement and divergence regarding the
educational importance of sports. The diversity within the population will help ensure that the
results of the study provide a balanced and realistic understanding of how sports contribute to
holistic education in the Senior High School context.
Sampling
A stratified random sampling method will be used to ensure representation of both teachers and
students across grade levels.
Respondents of the Study
Teachers: Senior High School faculty members (academic and sports-related).
Students: Senior High School students (Grades 11 and 12).
Research Instruments
A structured questionnaire will be the main tool, consisting of Likert-scale items on perceptions
of sports’ contributions.
Data Gathering Procedure
1. Seek approval from school administrators.
2. Distribute questionnaires to teachers and students.
3. Collect and validate responses.
4. Encode and analyze data using statistical tools.
Statistical Treatment
Descriptive Statistics: Mean, frequency, and percentage to summarize responses.
Inferential Statistics: t-test or ANOVA to determine differences between teacher and student
percepion
CHAPTER lV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
Table 1: Summary of Responses on the Educational Contribution of Sports
[Link] 5 4 3 2 1
Strong Agree Neutral Disagree Strongly Total
Agree Disagree
[Link] activities help
improve the academic
performance of Senior 3 6 6 4 1 20
high school students.
[Link] in
sports enhances the
discipline and time 5 8 5 1 1 20
management skills of
students
[Link] programs in
school promote
teamwork and 7 8 3 1 1 20
cooperation among
students.
[Link]
believe that sports
motivate students to 2 8 8 1 1 20
be more engaged in
their studies.
[Link] feel that
sports reduce stress 3 7 7 2 1 20
and improve their
overall well -being.
[Link] develop
leadership skills that
are useful in both 5 5 6 4 20
academics and future
careers.
[Link] participation
has a positive impact 8 8 2 2 20
on students behavior
inside the classroom.
[Link] help strength
values such as 1 11 3 4 1 20
respect, and
sportsmanship.
[Link] who
participate in sports
have better social 1 5 9 2 3 20
skills compared on
non-
[Link] are equally
important as
academic subjects in 2 10 3 5 20
developing a well-
rounded student.
Overall Weighted Mean: (Sum of all means ÷ 10)
= (3.25 + 3.75 + 4.00 + 3.45 + 3.45 + 3.55 + 4.15 + 3.45 + 3.00 + 3.45) ÷ 10
= 3.55
Interpretation: Agree
This means that both teachers and students generally agree that sports significantly contribute
to the educational development of Senior High School students, particularly in teamwork,
discipline, and behavior.
Interpretation of Findings
1. Teamwork and Cooperation received the highest mean (4.00), indicating a strong perception
that sports build collaboration skills.
2. Positive Classroom Behavior (4.15) was also highly rated, showing that sports enhance
discipline and focus.
3. The lowest mean was on social skills (3.00), suggesting that not all respondents strongly
connect sports with improved interpersonal relationships.
4. The overall mean of 3.55 reflects a generally positive attitude toward the educational
contribution of sports.
5. No strong disagreement was found, meaning the importance of sports is widely accepted by
both groups.
CHAPTER V
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
This chapter offers the summary of findings,the conclusion and recommendations in accordance
with the findings.
Summary of Findings
The study aimed to compare teacher and student views on the educational contribution of
sports in Senior High School. Using a descriptive-comparative design, data were collected from
20 respondents through a Likert-scale questionnaire.
1. Both teachers and students agree that sports improve discipline, teamwork, and leadership.
2. Sports participation helps reduce stress and encourages engagement in academic activities.
3. There is general agreement between teacher and student perceptions, supporting the null
hypothesis (no significant difference).
4. Respondents recognize sports as an essential component of holistic education.
Conclusion
The study entitled “A Comparative Analysis of Teacher and Student Views on the Educational
Contribution of Sports in Senior High School Students” revealed that both teachers and students
hold a generally positive perspective regarding the role of sports in the educational experience
of learners. The findings indicate that sports contribute not only to students’ physical
development but also to their academic achievement, emotional stability, and social interaction.
Both groups recognize that sports participation fosters essential life skills such as discipline,
perseverance, cooperation, and leadership, which are necessary for success both inside and
outside the classroom.
Teachers perceive sports as a powerful educational tool that supports the holistic formation of
students. They believe that through sports, learners develop discipline, responsibility, and time
management skills, allowing them to achieve balance between academic tasks and
extracurricular involvement. Educators also recognize that sports help students stay engaged,
motivated, and confident—qualities that enhance their academic performance and classroom
participation. On the other hand, students view sports as a meaningful avenue for self-
expression, socialization, and stress relief. They find in sports a sense of enjoyment and
purpose that complements their academic life and contributes to their overall well-being.
Furthermore, the study emphasizes that the integration of sports in the Senior High School
curriculum has lasting benefits beyond physical fitness. It strengthens students’ mental health,
builds resilience, and promotes camaraderie and unity among the school community. The
comparative analysis also revealed that while teachers tend to focus on the academic and
developmental functions of sports, students highlight its personal and social dimensions—
showing that both perspectives are interconnected and essential in achieving holistic education.
In conclusion, the study affirms that sports play a vital and multifaceted role in shaping well-
rounded individuals. By participating in sports, students not only enhance their physical health
but also develop emotional maturity, social awareness, and intellectual discipline. Therefore, it is
highly recommended that schools continue to strengthen and expand their sports programs by
providing sufficient facilities, qualified coaches, and inclusive opportunities for all learners.
Encouraging active participation in sports will help cultivate students who are not only
academically competent but also physically fit, emotionally resilient, and socially responsible—
true embodiments of holistic education.
Recommendations
Based on the results, the researcher recommends:
1. For Schools: Strengthen sports programs and provide adequate facilities to promote student
participation.
2. For Teachers: Integrate sports-related lessons or examples in teaching to enhance
engagement and teamwork.
3. For Students: Actively participate in sports to develop self-discipline and leadership skills.
4. For Administrators: Encourage policies that balance academic and athletic development.
5. For Future Researchers: Conduct a wider study involving more schools and include parents’
perspectives to validate findings.
Appendices
Sample Questionnaire
Tally Sheet
Computation of Weighted Mean
Permission Letter to Principal
Bibliography
You can later format in APA/MLA – just placeholders for now)
Bandura, A. (1977). Social Learning Theory.
Chen, Y. (2020). The academic performance of student-athletes.
Dela Cruz, M. (2019). Sports engagement and leadership in SHS.
Guinto, R. (2018). Discipline and attendance of SHS athletes.
Miller, J. (2000). Holistic Education.
Santos, A. (2020). Teacher views on sports in SHS.
Singh, P. et al. (2019). Cognitive benefits of sports participation.
Weiss, M., & Wiese-Bjornstal, D. (2015). Character development through sports.