Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents the relevant literature and studies that the researcher
considered in strengthening the importance of the present study. The local and foreign
studies are taken from magazines, books, Internet sources and theses with relation to this
research. It also presents the synthesis of the art, theoretical and conceptual frameworks
and definition of terms.
Related Literature
Indoor training offers significant physical and mental health benefits, with
specific advantages related to control, safety, and efficiency, though it may feel harder
and offer fewer psychological benefits than exercising in natural outdoor
environments. Perceived effects of outdoor training include enhanced psychological well-
being, such as reduced anxiety and stress, and improved academic and professional
performance, including better focus and problem-solving skills. It also fosters positive
social and physical outcomes, like increased self-efficacy, stronger teamwork, and a
greater connection to nature.
Yalçın et al. (2017) attach importance to the idea that the long-term work of the
athlete and the coach can increase the success in sports. Based on the literature, in this
study, the high values of the athletics branch in the sub-scales of showing strength,
approaching success and avoiding failure, long periods of training in order to improve
endurance in performance sports such as athletics, high intensity training in training
programs, high frequency of training, and long hours spent with the trainer contributed to
these reasons.
In addition, it is suggested that during physical exercise, an extra stress factor may
occur on the respiratory tract in order to reduce the carbon dioxide rate from the inhaled
air and to send more oxygen to the muscles for energy production. Therefore, outdoor
athletes may encounter factors that can negatively affect sports performance such as cold
and dry air, air pollution, ozone, sulfur dioxide, nitrogen dioxide, and cigarette smoke due
to competing in natural conditions (Drobnic & Haahtela, 2020). Based on these
statements, it is thought that environmental factors may have important effects on the
performance of athletes in outdoor sports.
Considering the indoor and outdoor sports, the fact that the sports branches
included in these classifications are in different places, atmospheres, playing fields and
sports branches with different characteristics may cause different results on the
personality and psychological development of the athletes. The fact that people such as
teammates and coaches are in close contact with the athlete in a limited area compared to
outdoor sports, so that the athlete has more communication with people who can have a
direct effect on the athlete and his motivation, indoor athletes are relatively better than
outdoor athletes during summer holidays and during non-training hours. The reasons such
as the possibility of being exposed to the sun more, the possibility of the outdoor athletes
being more likely to encounter factors (air pollution, noise, etc.) that may impair their
attention and motivation due to the necessity of competing in natural conditions
compared to the indoor athletes are the sources of the differences in the motivation levels
of the indoor and outdoor athletes in this study. can be displayed.
As a result, whether the sports branches that the athletes are interested in are team
or individual sports, whether the sports branches are performed indoors or outdoors, for
what purposes the athletes tend to sports (becoming a national athlete, having fun,
relieving stress, etc.), people who have a say over the athlete (trainer). It is thought that
factors such as the good or bad communication level of the athlete may create differences
in the motivation levels of the athletes. Regardless of the branch, when athlete motivation
is combined with physical performance, it will help athletes to reach elite levels. In
addition, both coaches and sports trainers should constantly improve themselves in terms
of motivation and support athletes in these matters is one of the suggestions of our study.
According to Marques (2018), engaging in specific sports can bring significant
benefits to the academic performance of adolescents. While these advantages are likely
influenced by improved cardiorespiratory fitness, sports that involve intricate motor skills
and individual participation may directly contribute to academic achievement. It is crucial
for students to maintain continued involvement in sports to ensure academic success.
Deeba (2017) based on a review of literature, it is substantiated that
extracurricular activities, including athletics, contribute positively to the academic
objectives of schools. The research findings indicated that participation in sports reduced
the likelihood of students dropping out of school by approximately forty percent. These
activities were particularly beneficial for at-risk students, as they helped establish and
strengthen the student-school connection, leading to improved academic outcomes.
Meanwhile, Ahmad (2019) emphasized that students who participate in
extracurricular activities will benefit from having better examination results, having
higher standardized test scores, and a higher educational attainment, attending class more
regularly and having higher self-concept. Participating in college club activities can teach
students valuable skills such as teamwork and leadership, while also decreasing the
likelihood of problem behaviors. It is recommended that educational institutions provide
sufficient facilities for students to engage in extracurricular activities both on and off
campus, outside of scheduled class hours.
According to Ignacio et al. (2017), sports involvement and the academic success
of student-athletes have been a topic of discussion a long time ago. Critics observed that
participation in sports might reduce the time available for studying and learning, since
students-athletes were having difficulties managing their time between hectic schedules
of sports training and requirements of academic subjects. However, sports enthusiasts
claim that sports participation could motivate student-athletes to achieve harder, raise
scholastic ambition, can keep them attending school, can improve students’ academic
grades, develop awareness of the benefits of good health, fitness, and exercise, and
understanding of the spirit of teamwork, sportsmanship, and camaraderie. In addition,
research showed pieces of evidence that students participating in sports and physical
activities lead to developed mental and physical alertness; mentally, and physically alert
students constantly improved their performances, accomplish more, are likely to continue
attending classes in school.
The focus of every school in the Philippines is to inculcate patriotism and
nationalism, foster love of humanity, promote respect for human rights, appreciate the
role of national heroes in the historical development of the country and teach right and
duties of citizenship but also some of the schools in the Philippines target not just to excel
in academic track but also to excel in sports activities (Philippines Curriculum
Development - International Bureau of Education, 2017). They even create some
curriculum that will develop the capability of students to participate in sports. For
example, in elementary and secondary levels of some schools, they are offering tryouts to
participate to become a varsity and to compete with other schools. In Senior high school,
they have sports activities and also sports officiating, sports organization and sports
management. In college institutions, they are offering different sports such as basketball,
volleyball, softball, soccer, swimming, social ballroom, jazz, and lawn tennis. This
simply means that sports help every individual in terms of physical and emotional needs.
Even the Department of Education (DepEd) mandates every school to undertake physical
activities and folk dance.
Related Studies
Motivation in sports is seen as a very important factor in terms of maintaining and
successfully concluding athletic performance. The fact that the athletes have different
psychological structures may cause them not to be affected by different motivation
sources at the same level (Celik et al., 2020). Factors such as sports branches that the
athletes are interested in and individual differences can cause changes in their motivation
levels (Jakovljevic et al., 2007). In this study, it was aimed to compare the motivation
levels of team and individual athletes who do sports in indoor and outdoor areas.
In the research conducted by Mumcu and Özgül (2018), in which the personality
traits and motivation levels of indoor and outdoor athletes were examined, the
unmotivated level of outdoor athletes was found to be higher than the indoor athletes,
which could make a statistical difference.
Kumartaşli et al. (2020), in their study examining the relationship between
anxiety and achievement motivation with elite athletes, suggested that athletes have low
anxiety levels, which contributes positively to the motivation levels of athletes,
otherwise, high anxiety levels may negatively affect the motivation level of athletes. In
this study, it has been stated that the stress level and motivation level of athletes may vary
depending on each other.
In the study conducted by Singh et al., (2021) in which the mental endurance of
indoor and outdoor athletes was compared, it was determined that both the mental
endurance and motivation levels of indoor athletes were higher than those of outdoor
athletes, making a statistically significant difference (p < 0.05). The results of the studies
of Singh et al. do not show parallelism with this study. The main reason for this
difference is thought to be that the indoor and outdoor sports in Singh’s research are
different from the indoor and outdoor sports in this study.
It is thought that the characteristics of the sports branches that the athletes are
interested in may be directly related to the personality and psychological development of
the athletes (Salar et al., 2022). Salar et al. (2022), based on the researches, it can be seen
as an important factor on the motivation level of the individual whether the sports branch
is team, individual, combat sports or indoor and outdoor sports.
Nielsen et al. (2024), in which the motivation levels in team and individual sports
were examined, they found team sports more motivating than individual activities due to
the sense of belonging and competence. Based on all the information, in this study, team
athletes have higher average values than individual sports in their motivation to show
strength and approach to success, there are common goals that cause team athletes to
come together, even if an athlete makes a mistake, there are teammates who can make up
for his mistake, team athletes have higher average values than individual sports.
In this study, as stated in the mission of Espiritu Santo Parochial School of
Manila, Inc. as to, “commit ourselves to acquire knowledge, skills, competencies and
value-laden foundation to cope with the increasing needs of a competitive and fast-
changing society,” involvement in extracurricular activities strengthens the ties of
students to the school they are enrolled in; therefore, academic institutions must enhance
such activities for retention purposes, when students are engaged and feel some type of
connection with the school - they are more likely stay in the same institution.
According to the study of Montecalbo-Ignacio et. al. (2017), some critics further
believed that there was no possibility that the student-athletes achieve excellence in
sports as well as in academics at the same time. The present study examined the
relationship between sports participation and academic achievement of thirty-six (36)
randomly selected collegiate athletes who participated in the National State Colleges and
Universities Athletic Association Competition. They were taking up different academic
courses. While in the university academic achievement was measured based on their
general weighted average (GWA). Secondary data on the 1st and 2nd semesters of AY
2014-2016 GWA were used in the analysis. The results of the study revealed that there
was a significant relationship between sports participation and academic success of the
student-athletes. Sports participation improved athletes' perceptions of academic
excellence, mental processes and becoming more logical and patient. A significant
improvement regarding class attendance of the student-athletes was also noticed.
According to Toma (2023), training programs have been developed as an adult
training format, typically employed in the context of personal development options
offered by businesses, beginning with the performance evaluation procedures for staff
members.
The satisfaction of student-athletes has been widely examined in higher education
because it directly affects athletic performance, academic persistence, and institutional
engagement. Research emphasizes that satisfaction is multidimensional, shaped by
individual, team, and institutional factors (Palao et al., 2023b). Understanding these
factors is critical for creating policies and interventions that support both academic and
athletic development such as training in outdoor and indoor.
Synthesis of the state-of-the-art
Based on all the information such as the literatures presented by Yalcin et al and
Mumcu and Ozgul, in this study, team athletes have higher average values than individual
sports in their motivation to show strength and approach to success, there are common
goals that cause team athletes to come together, even if an athlete makes a mistake, there
are teammates who can make up for his mistake, team athletes have higher average
values than individual sports. Further, as mentioned by Toma, and Palao, the fact that the
athletes are in constant solidarity with each other, the close friendships established with
their teammates, and as a result of these friendships, the long periods of time spent
exercising with their loved friends, the fact that they enjoy the exercise they do, they do
the exercise lovingly, and as a result of long hours spent doing sports with their loved
ones, negative effects such as stress and anxiety.
In addition, Drobnic and Haahtela, Marques, Deeba and Ahmad pointed that in
individual sports, factors such as the athlete being at greater distances from the trainer
during the race, being able to notice the situational changes at the time of the race, and
making quick decisions and putting them into practice by considering both his own
performance and the performance of his opponent can create pressure on the athlete to
provide internal control.
In this study, as presented by Ignacio et al, Kumartasli, Celik, Singh, Salar, and
Nielsen, the average of the motivation to avoid failure in individual sports is high
compared to team sports, individual athletes are in one-on-one competition with the
opponent during the competition, they are only responsible for all the right or wrong
decisions they can make during the competition, they cannot maintain their internal
control due to factors such as the excitement of the competition, they cannot continue
their success.
From these reviews, the researcher drew much of the methodology and processes
in investigating the perceptions of students regarding the support of the school between
academic and sports activities towards the promotion and sustainability of sports
activities.
Gap to be bridged by the Study
This study aimed to evaluate and comprehensively analyze the outdoor and
training programs done by the athletes in Bicol University - IPESR. The studies and
literature supporting the presents study is made for the researchers to have an idea to
implement these programs. This study will discuss the perceived effects of indoor and
outdoor training in terms of the athlete’s performance, skills acquisition, controlled
environment and their general health. However, the study will conduct the evaluation of
implementing outdoor and indoor training to determine whether desired outcomes are
achieved of an external community. Further, a thorough discussion will be presented to
analyze if there is a significant relationship in the perceived effects of indoor and outdoor
training. Previews researched topics state the benefits and outcome of implementing these
programs to the student-athletes will also discuss the challenges and limitations that the
athletes encounter in their indoor and outdoor training. The result of this research was
either achieve or not will help the researchers recommend program that may be
developed for further improvement of indoor and outdoor trainings.
Theoretical Framework
Self-determination theory (SDT) is a motivational theory developed by Edward
Deci and Richard Ryan that proposes humans have three innate psychological needs:
autonomy, competence, and relatedness. When these needs are met, individuals are more
likely to be intrinsically motivated, show greater well-being, and have optimal
growth. SDT also differentiates between intrinsic and extrinsic motivation, suggesting
that environmental factors significantly influence an individual's motivation and self-
regulation.
Self-Determination Theory (Deci & Ryan, 2000) explains how fulfilling
autonomy, competence, and relatedness needs drives motivation and satisfaction.
Integrating these frameworks enables a comprehensive analysis of institutional and
personal influences on athlete experiences. While global studies underscore the impact of
coaching quality, equitable resources, team cohesion, and administrative responsiveness
on athlete satisfaction, Philippine research remains limited, particularly using mixed-
methods approaches. This study addresses that gap, offering context-specific insights into
student-athlete experiences in Bicol University higher education institution.
Competence
(Challenges
and
Limitations)
Autonomy
Relatedness
(Perceived
effects of Self Determination (Significant
Indoor and Theory Relationship)
Outdoor
Training)
Program may
be developed
Figure 1. Theoretical Paradigm of the Study.
Conceptual Framework
This study is based on CHED Order 63 s. 2017 (Policies and Guidelines on Local
Off-Campus Activities). Sports activities referred to in this order are considered
noncurricular or non-program-based activities, among others, and are left to the
discretion of the concerned Higher Education Institution (HEI) for implementation
strategies as long as the safety and security of the students are ensured. Off-campus
activities refer to activities that include all authorized Higher Education Institutions
curricular and noncurricular activities undertaken outside the premises of the institutions.
CHED recognizes the academic freedom of the HEIs in promoting quality education for
the continuing intellectual growth, the advancement of learning and research, and the
education of high-level professionals while enriching historical and cultural heritage
through the conduct of off-campus activities as part of the curriculum (CHED order 63 s.
2017).
Engagement is a term used to describe the degree of students’ involvement in both
classroom and extracurricular activities, and it is frequently utilized to examine how
college affects a range of desired results. According to Rafiullah (2021), the extent to
which students participate in such activities is a function of both the students and the
college environment. In other words, engagement requires student effort and institutional
support through policies and practices that facilitate active participation in such activities.
A Comparative Analysis of
Indoor and Outdoor Training of
Bicol University
The Perceived Effects and
Significant Relationship of Outdoor
and Indoor Training
The challenges and limitations encountered,
and further program that may be developed
Figure 2. Conceptual Paradigm of the Study
Definition of Terms
To achieve a better comprehension of the various terminologies used in this study,
the operational definitions of the following terms are defined. This will provide clarity
and consistency in language usage, and to ensure that readers understand the concepts
being presented.
Active Play. Refers to activity that may involve symbolic activity or games with or
without clearly defined rules; the activity may be unstructured/unorganized, social, or
solitary, but the distinguishing features are a playful context, combined with an activity
that is significantly above resting metabolic rate; tends to occur sporadically, with
frequent rest periods, which makes it difficult to record.
Academic Time. Refers to the number of hours and time dedicated to academic pursuits,
such as attending classes, studying, completing assignments, and preparing for exams. It
is the period during which students engage in educational activities and work towards
meeting their learning goals.
Non-Academic Activities. Refers to the activities showing skills, talents and, abilities. It
also refers to any activities or events that are not directly related to the formal education
or curriculum, such as sports, arts, clubs, social events, or community service. These
activities can help students develop skills, interests, and relationships outside the
classroom.
Physical Fitness. Refers to the characteristics that permit a good performance of a given
physical task in a specified physical, social, and psychological environment.
Practice Time. Refers to the number of hours that students participate sports activities. It
is the period during which the individual focuses on perfecting their technique or
performance through repetition and deliberate practice.
School Athletic Involvement. Refers to extracurricular activities sponsored by and
usually held at school but not part of the academic curriculum. They often involve some
time commitment outside of the regular school day.
Notes
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