KNOWLEDGE LEVEL AND ATTITUDE OF SECONDARY SCHOOL STUDENTS TOWARDS INTRAMURAL SPORTS PROGRAMME IN OLAMABORO LOCAL GOVERNMENT AREA OF KOGI STATE

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Abstract

This study was designed to find out the knowledge level and attitude of secondary school students towards intramural sports programme in Olamaboro Local Government Area of Kogi State.  Eight specific objectives and corresponding research questions were posed to guide the study. Four null hypotheses were formulated for verification. The socio-demographic factors considered were gender and age. Literature pertinent to the study were reviewed. A sample size of 300 subjects was drawn from the selected secondary schools; which adopted the cross-sectional survey research design and multistage sampling technique. The structured researcher-designed questionnaire served as the instrument for data collection. Trial-to trial (split half) method was used to determine the internal consistency of the instrument on 20 subjects. Spearman’s rank order correlation formula was used to calculate the reliability of items of the instrument. The reliability coefficient of .86 was established. The chi-square (χ2) statistic was used to test hypotheses 1 and 2 while t-test statistic were used to verify hypotheses 3and 4 at .05 level of significance. Only data from 297 respondents who duly completed the questionnaire were analyzed using Statistical Package for Social Sciences (SPSS) batch system. Percentages, level of knowledge in terms of very high, high and low level, positive and negative attitude were used to answer the research questions. The results of the data analyzed indicated that secondary school students have high level of knowledge of intramural sports programme in Table 1. Secondary school students have high level of knowledge of intramural sports activities in Table 2. Secondary school students have high level of knowledge of importance of participating in intramural sport programme in Table 3. Attitude of secondary school students towards intramural sports were highly accepted and positive in Table 4. Gender influenced to an extent; the level of knowledge of the concept of intramural sports programme in Table 5. Age influenced to an extent the level of knowledge of the concept of intramural sports programme in Table 6. Gender had no influence on students’ attitude towards intramural sports programme involvement in Table 7. Age had no significant influence on students’ attitude towards intramural sports programme involvement in Table 8. The null hypotheses were accepted in Tables 9, 10, 11, and 12. These findings led to the drawing of conclusions, and some recommendations were made in the end of the study, together with some suggestions for further studies.

CHAPTER ONE

Introduction

Background to the Study

            The role of sport participation for post-primary school students in the educational process has been a topic of debate for decades. Critics observe that sport activities deflect time away from the classroom (Melnick, Sabo, & Vanfossen, 1992). School (Intramural) sport is an important aspect of school physical education programme. Today, intramural tournaments are still organized within a specific community or municipal area, between teams of equivalent age or athletic ability (Wade & Mayhew, 2005). Supporters of high school sport programmes argue that sport participation (intramurals) improves students’ achievement motivation, improves students’ grades, keep them in school, raises their educational aspirations (Casey, 1989; Melnick, Sabo, & Vanfossen, 1992). Intramurals help students appreciate health, exercises and fitness, help them learn about themselves and learn to handle adversity, and help them experience team work and sportsmanship (Rasmussen, 1999-2000).

            Umedum, Okafor and Azubike (1990) stated that the objectives of intramural sports are acquisition of sports skills, knowledge, development of physical fitness, character training, social interaction and proper use of leisure time. Stein (1983) noted that the purpose of intramural sports is not to win or lose, but to participate, it should therefore, have mass participation as its main objectives. Students’ attitude to intramural sports should not be winning or losing, but the benefits accrued through its participation. Carlton and Stinson (1983) stressed that some of the misconceptions students have about intramural sports programmes are that they think that the programme is primarily for those who are well skilled, while others believe that winning is the primary aim of intramural sports.

            Case (1984) notes that intramural sports have grown so large in post-primary schools that it presents a different pattern of concern and challenges than any other level of education, therefore need personnel who have special knowledge of the activities, the participant, the goals of the programme, the organization and the philosophy of the programme. Intramural sports programme should be set up at times, when majority of the students can participate. The programme may be held before or after school; during last periods.

            Ojeme (1987) stated that the properly planned and administered intramural sports should span the year. He further stated that, important features in overall administration of intramural sports are the establishment of intramural council or Board (sports committee) with representatives from students, staff and health department. Ojeme (1987) disclosed that the task of administering intramural sports does not require complicated skills from the teachers, what is necessary is a genuine interest and knowledge acquired through professional training and experiences in physical education coupled with formation of the right attitudes about intramurals in secondary schools.

            The scheduling of intramural sports programmes should be conditioned by the attitude and knowledge of secondary school students toward the programme. Nwaeze (1990) emphasizedthat there is need for intramurals to be co-ordinated or organized by someone who is dynamic, competent, concerned and sensitive to students’ needs and desire, so that an effective and comprehensive intramural sport programme may be implemented. Hammitt (1985) stated that the most solution for the proper scheduling of practices of intramural sports programme is by forms or classes, and that time allotted to practices should be enough for the students. He further suggests morning and evening session for practice periods, and also states that students’ practice periods should be twice a week to give room for academic work and effective intramural sports programme.

KNOWLEDGE LEVEL AND ATTITUDE OF SECONDARY SCHOOL STUDENTS TOWARDS INTRAMURAL SPORTS PROGRAMME IN OLAMABORO LOCAL GOVERNMENT AREA OF KOGI STATE