Link Between Participation in Competitive Sports, Self-Esteem and Discipline Among Secondary School Students in Meru County, Kenya
DOI:
https://doi.org/10.70619/vol6iss2pp31-45-785Keywords:
Participation, non-participation, competitive sports, self-esteemAbstract
The purpose of the study was to investigate the influence of participation and non-participation in competitive sports on self-esteem and discipline among secondary school students in Meru County, Kenya. The target population comprised all secondary school students in Meru County, Kenya. Sample size included participants in basketball, hockey, and handball in the Kenya Secondary School Sports Association (KSSSA) up to the regional championship in term one (January-April) year 2024. Purposive sampling was used to obtain a total sample size of 384 participants who responded. 192 sports participants who progressed to the regional level were identified by census. Each of them identified a matching friend to form a group of 192 non-competitive participants. Questionnaires and discipline analysis guides provided data for the study. The collected data were quantitative and analyzed using descriptive and inferential statistics. Descriptive statistics included percentages, means, frequency counts, and standard deviations; whereas, inferential statistics included Pearson’s correlation coefficient (r), Chi-square, one-way Analysis of Variance (ANOVA), and post hoc test of Tukey’s HSD. All statistical tests were carried out at p< 0.05 level of significance. According to the study's null hypothesis (H₀₁), there is no statistically significant difference in students' self-esteem levels between those who play competitive sports and those who do not. This hypothesis was assessed using a chi-square (χ²) test. Engagement in athletic activities was associated with self-worth in a statistically significant manner (χ² (2) = 152.63, p = .001). Consequently, the null hypothesis was rejected at the 0.05 level of significance, suggesting that students' self-esteem varied meaningfully by their involvement in competitive sports. Participants in such activities demonstrated notably higher self-esteem compared to their non-participating peers. Kenyan secondary schools should develop integrated programs that combine sports participation with behavioural and counselling among Kenyan secondary school students. Ministry of Education and other agencies in the ministry should develop a policy that prioritizes investments in sports programs to foster self-esteem and improve overall student well-being.
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