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MOTIVATIONAL FACTORS INFLUENCING SPORTS PERFORMANCE AMONG SECONDARY SCHOOL STUDENTS

CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

Motivation plays a critical role in influencing sports performance, particularly among secondary school students. The relationship between motivational factors and athletic performance has been widely studied in various educational settings, highlighting how intrinsic and extrinsic motivators impact an athlete's attitude, engagement, and performance. Motivation in the context of sports is often classified into two categories: intrinsic motivation, which comes from within the individual, and extrinsic motivation, which is driven by external rewards or recognition (Deci & Ryan, 2019). Understanding the motivational factors that influence secondary school students is essential, as it can help teachers, coaches, and school administrators devise effective strategies to boost students' participation and performance in sports.

Secondary school sports are integral to the development of students, as they promote physical fitness, teamwork, discipline, and mental toughness. Research suggests that students with higher motivation levels tend to perform better in sports, as they are more committed and focused during training and competition (Ursini et al., 2020). Motivational factors such as self-confidence, recognition from teachers and peers, and the desire to achieve personal goals are significant drivers for these students (Salmela-Aro et al., 2019). Additionally, extrinsic rewards such as trophies, medals, and scholarships also serve as powerful motivators, particularly when students perceive these rewards as attainable and valuable.

However, motivation is not just about winning or receiving rewards. It is deeply influenced by psychological factors, including self-determination, self-efficacy, and achievement goals. According to Bandura's social cognitive theory (2020), students who believe in their abilities to succeed are more likely to engage in and persist with sports activities. This self-belief, combined with a supportive environment from coaches and family, helps students maintain high levels of motivation and enhance their performance.

The importance of motivational factors in sports performance has led many researchers to explore how different types of motivation can be fostered in secondary school settings. Some studies suggest that fostering intrinsic motivation can lead to more sustainable engagement in sports, as students who are intrinsically motivated are more likely to enjoy the activity and persist in the face of challenges (Chatzisarantis et al., 2019). On the other hand, extrinsic rewards, while effective in the short term, may fail to sustain long-term motivation if they are not balanced with intrinsic factors (Ryan & Deci, 2020).

The motivational strategies used by coaches and teachers can also significantly impact students' sports performance. For example, a coach who focuses on encouraging effort and improvement rather than just winning can foster intrinsic motivation in students, which in turn improves their overall performance. Similarly, creating a positive and supportive environment in which students feel valued can increase their sense of self-worth and motivation to perform well in sports (Gagne & Deci, 2020).

Despite the growing body of research on the topic, there is still a lack of comprehensive studies focused specifically on secondary school students in the context of Nigeria. Understanding how motivational factors influence sports performance in this demographic is crucial, as it can provide insights into how to improve sports participation and outcomes at the secondary school level.

1.2 Statement of the Problem

Motivational factors are fundamental to student performance in sports, yet there is limited research focused on understanding how these factors specifically affect secondary school students in Nigeria. While previous studies have explored general motivational theories, there is a gap in the literature concerning the unique motivational challenges and opportunities faced by students in secondary schools in Nigeria. Factors such as socio-economic background, cultural perceptions of sports, and the influence of family and community may significantly shape students' motivations in ways that are not fully understood. The problem, therefore, is the lack of empirical data on the motivational factors influencing sports performance among secondary school students in Nigeria, and how these factors can be leveraged to enhance students' engagement and success in sports.

1.3 Objectives of the Study

The main objective of this study is to determine the motivational factors influencing sports performance among secondary school students. Specific objectives include:

i. To evaluate the impact of intrinsic motivation on sports performance among secondary school students.
ii. To determine the role of extrinsic rewards and recognition in enhancing sports performance.
iii. To find out how the support from teachers, coaches, and family influences students' motivation to engage in sports.

1.4 Research Questions

The following research questions are derived from the specific objectives of the study:

i. What is the impact of intrinsic motivation on sports performance among secondary school students?
ii. What is the role of extrinsic rewards and recognition in influencing students' sports performance?
iii. How does support from teachers, coaches, and family influence students' motivation to engage in sports?

1.5 Research Hypotheses

Based on the research questions, the following hypotheses are formulated:

Hypothesis I

H0: There is no significant impact of intrinsic motivation on sports performance among secondary school students.
H1: There is a significant impact of intrinsic motivation on sports performance among secondary school students.

Hypothesis II

H0: There is no significant impact of extrinsic rewards and recognition on students' sports performance.
H2: There is a significant impact of extrinsic rewards and recognition on students' sports performance.

Hypothesis III

H0: There is no significant influence of support from teachers, coaches, and family on students' motivation to engage in sports.
H3: There is a significant influence of support from teachers, coaches, and family on students' motivation to engage in sports.

1.6 Significance of the Study

This study is significant in several ways. First, it provides a comprehensive understanding of the motivational factors that influence sports performance among secondary school students in Nigeria. By exploring both intrinsic and extrinsic motivational factors, the study will help schools and sports educators develop targeted strategies to enhance student participation and performance in sports. Additionally, the study will provide insights into the role of family and community support in fostering a positive attitude towards sports. The findings can also inform policy recommendations to improve the sports curriculum and resources in Nigerian secondary schools. Ultimately, this research has the potential to contribute to the overall development of youth sports programs, improving both academic and athletic outcomes for students.

1.7 Scope of the Study

This study focuses on secondary school students in selected schools within Nigeria. It examines the motivational factors that influence students' participation and performance in sports, including intrinsic motivation, extrinsic rewards, and external support. The scope is limited to secondary school students, and the study will not cover primary school students or those involved in higher education. Additionally, the study will focus on common sports such as football, basketball, athletics, and volleyball.

1.8 Limitations of the Study

One limitation of this study is the potential for bias in the responses provided by students, particularly if they feel compelled to answer in ways that reflect positively on their motivations. Additionally, the study will be limited to a specific geographic region, and the findings may not be applicable to all secondary school students across Nigeria. Another limitation is the reliance on self-reported data, which may not always accurately reflect students' true motivational levels. Lastly, the study may encounter logistical challenges related to access to students and data collection, especially in schools with limited resources.

1.9 Definition of Terms

Intrinsic Motivation: Motivation that comes from within an individual, driven by personal enjoyment, interest, and satisfaction from engaging in the activity itself (Deci & Ryan, 2019).

Extrinsic Motivation: Motivation that is driven by external rewards or recognition, such as trophies, scholarships, or praise (Ryan & Deci, 2020).

Sports Performance: The ability of a student to engage in and perform successfully in sports activities, measured by both physical abilities and psychological readiness (Ursini et al., 2020).

Support: Assistance or encouragement provided by teachers, coaches, and family members, which can positively influence a student's motivation to participate in sports (Gagne & Deci, 2020).

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