Global Journal of Human-Social Science, A: Arts and Humanities, Volume 21 Issue 12

Sports and School Involvement and Performance: Perception of Student-Athletes Larissa Fernanda Porto Maciel α , Mônica Cristina Flach σ , Larissa Cerignoni Benites ρ , Viviane Preichardt Duek Ѡ , Gelcemar Oliveira Farias ¥ & Alexandra Folle § Abstract - The aim of this study was to identify the level of influence of the engagement and personal support of social agents in sports and in the study, perceived by athletes from training categories in the city of Florianopolis (SC/Brazil). The study included 396 athletes of both sexes, aged between 13 and 18 years. 1 I. I ntroduction In data collection, two instruments were applied: Perceived Influences in Sport and Study Scale (EIPE); and Identification form for athletes in sports modalities. In the statistical analysis, descriptive (simple and percentage frequency) and inferential (Spearman correlation, chi-square) tests were used. The results showed positive levels of influence of personal engagement and support from social agents in sport and in the study. In turn, there were slightly higher levels of positive influence for the sport, especially in relation to personal and coach influences. Family members had slightly higher levels of positive influences for the study compared to other social actors, while teammates had lower levels of positive influences and higher levels of indifferent (neutral) influence on the study. It is concluded that the sport- study relationship is positive, as in addition to providing support to student-athletes, family members, coaches and teammates share similar beliefs and expectations regarding sports practice and study, to guide and support this double journey, especially during youth. Keywords: athletes; youth sports; students; schools; academic performance. he acquisition of personal and social skills depends on the active involvement of the student- athlete in the pursuit of their goals and on the positive relationship established between sport and school education (Soares, Antunes, & Aguiar, 2015). Personal engagement has been investigated as a one- dimensional construct determined by the youth's pleasure in performing a certain activity, while social support, more recently complemented, as a multidimensional and fundamental determinant of athlete engagement (Scanlan, Russell, Wilson, & Scanlan, 2003), both in sport and in study. 1 This study was financed in part by the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - Brasil (CAPES) - Finance Code 001 and by the Fundação de Amparo à Pesquisa e Inovação do Estado de Santa Catarina (FAPESC/UDESC), under the number [PAP2019031000011]. Scientific literature on the subject has advanced over the years (Ress & Sabia, 2010). However, despite the studies developed, there is still incipient research focusing on the perception of student-athletes about the involvement and sports and school performance, jointly, using specific instruments that can provide greater coherence in the discussion of the results in the different contexts investigated. Studies have predominantly focused on the athlete's career (Dunn, Dorsch, King, & Rothlisberger, 2016; Knight, Hadwood, & Sellars, 2018), or even looking at personal engagement and the influence of social agents only in sport (Sheridan, Coffee, & Lavallee, 2014; Coutinho, Mesquita, & Fonseca, 2018), without considering academic training. Personal engagement and social support represent distinct but interrelated experiences, which together have the potential to impact the athletes' perception of their well-being and their continuity in the sport (Defrese & Smith, 2014) and study. Negative social experiences and interactions, marked by undesirable, intrusive, and insensitive behavior (Newsom, Rook, Nishishiba, Sorkin, & Mahan, 2005) represent a negative experience for the student-athlete, which may lead to the abandonment of sports and, possibly, of school activities. The dedication and effort to sports practice often make academic training compromised, as student-athletes cannot keep pace with other students. However, measures to support student-athletes should not only be economic or infrastructure, but also academic and orientation, enabling the adaptation of the training process to the peculiar conditions and situations of these young people with specific educational needs. Without proper help, counseling, and appropriate support, many of them can be subjected to situations of stress and failure, which can lead to dropouts that will mark their personal and professional future (Pérez, Álvarez, & Aguilar, 2014). In contrast, some studies have shown that the best school performances have been obtained by students who have more frequent and intense involvement with sport (Lindner, 1999; Peserico, Kravchychyn, & Oliveira, 2015, Dobersek & Arellano, 2017), noting that failure school is slightly higher for students who are not athletes (Soares, Antunes, & Aguiar, 2015). In addition, university student-athletes have higher graduation rates when compared to T © 2021 Global Journals Volume XXI Issue XII Version I 35 ( ) Global Journal of Human Social Science - Year 2021 A Author α : Center for Health and Sports Sciences (CEFID), State University of Santa Catarina (UDESC), Florianopolis, Brazil. e-mail: larissa.maciel10@edu.udesc.br