The industrial development of Nigeria faces a range of issues and challenges that have a

significant impact on the infrastructure, economy, and overall progress of the country.

Some of the key issues and challenges include:

1. Infrastructure Deficiency: Nigeria’s industrial development is hampered by

inadequate infrastructure, including unreliable power supply, substandard roads,

and limited access to water and sanitation facilities. These deficiencies increase the

1|Page
 cost of production, reduce efficiency, and make it difficult for industries to operate

at their full potential.

2. Political Instability: Nigeria has experienced periods of political instability,

corruption, and governance challenges that have had a negative impact on

industrial development. Uncertain political environments can deter foreign

investors and make it difficult for local industries to secure the necessary support

and resources for growth.

3. Access to Finance: Access to affordable finance remains a key challenge for

industrial development in Nigeria. Many businesses struggle to access credit at

reasonable rates, limiting their ability to invest in modern technologies, expand

operations, and compete effectively in both local and international markets.

4. Skills Gap: Nigeria faces a skills gap in its workforce, particularly in the technical

and engineering fields. This gap hinders the adoption of advanced technologies and

reduces the capacity for innovation and productivity growth within the industrial

sector.

2|Page
 5. Inadequate Research and Development: The lack of investment in research and

development (R&D) hinders the ability of Nigerian industries to innovate and

develop new products and processes. Without a robust R&D ecosystem, industries

struggle to remain competitive and adapt to changing market demands.

6. Regulatory and Policy Framework: Inconsistent regulatory frameworks, complex

bureaucratic processes, and policy uncertainties create challenges for businesses

operating in Nigeria. Streamlining regulations, reducing red tape, and providing a

more predictable policy environment can significantly improve the business climate

for industrial development.

7. Security Concerns: In some regions of Nigeria, security concerns, ranging from

criminal activities to insurgency, pose a significant risk to industrial operations. The

threat of insecurity can deter investment and disrupt supply chains, affecting the

overall industrial landscape.

8. Dependence on Oil Sector: Nigeria’s economy remains heavily dependent on the oil

sector, which has overshadowed the development of other industries. Diversifying

the industrial base and reducing the overreliance on oil is crucial for sustainable

economic growth and stability.

3|Page
Addressing these issues and challenges requires a multi-faceted approach that involves

government intervention, private sector engagement, and collaboration with international

partners. Some potential strategies to promote industrial development in Nigeria include:

1. Infrastructure Investment: Prioritizing infrastructure development, particularly in

power generation, transportation, and water supply, can significantly improve the

operating environment for industries. Public-private partnerships can play a crucial

role in funding and implementing infrastructure projects.

2. Institutional Reforms: Implementing institutional reforms to enhance governance,

transparency, and accountability can improve the business climate, reduce

corruption, and attract investment. Strengthening regulatory agencies and

promoting good governance practices are essential for fostering industrial growth.

3. Access to Finance: Implementing policies and programs to improve access to

finance for small and medium-sized enterprises (SMEs) can spur industrial growth.

This can include initiatives such as credit guarantee schemes, venture capital funds,

and capacity-building programs for financial institutions.

4|Page
 4. Skills Development: Investing in vocational training and education programs to

address the skills gap can enhance the capacity of the workforce to meet the

demands of modern industries. Collaboration between educational institutions,

industry stakeholders, and government entities can foster the development of

relevant skills.

5. Research and Innovation: Encouraging investment in R&D and innovation by

providing incentives, establishing technology parks, and fostering collaboration

between academia and industry can stimulate industrial growth and

competitiveness.

6. Policy Stability: Creating a stable policy environment through consistent

regulations, clear investment incentives, and predictable economic policies can

instill confidence in investors and businesses, fostering a conducive environment for

industrial development.

7. Security Measures: Addressing security concerns through coordinated efforts

between the government, security agencies, and local communities can help create a

secure environment for industrial activities. This may involve the deployment of

security forces, community engagement programs, and infrastructure protection

initiatives.

5|Page
 8. Economic Diversification: Promoting economic diversification by supporting the

development of non-oil industries, such as agriculture, manufacturing, and services,

can reduce the economy’s dependence on the oil sector and create opportunities for

sustainable industrial growth.

Furthermore, fostering regional integration and trade partnerships within Africa through

initiatives such as the African Continental Free Trade Area (AfCFTA) can expand market

opportunities for Nigerian industries and stimulate economic growth.

In conclusion, addressing the issues and challenges facing industrial development in

Nigeria requires a comprehensive and coordinated effort involving government, private

sector, and international stakeholders. By addressing infrastructure deficiencies,

improving the regulatory environment, enhancing access to finance, investing in skills

development and innovation, and promoting economic diversification, Nigeria can create

an environment conducive to sustainable industrial development and economic growth.

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STUDENTS’ INVOLVEMENT IN SPORTING ACTIVITIES AND ACADEMIC

PERFORMANCE AMONG UNDERGRADUATES OF THE UNIVERSITY OF LAGOS

(RESEARCH PROPOSAL)

1. Introduction

1.1. Background of the Study

Sports today transcend all boundaries, whether they be racial, religious, ethnic, or educational,

and they have acted as a symbolic platform for global citizen development. Irby (2008) asserts

that sports are a vital component of society as a whole. According to Markovits (2002), sports

are highly structured contests and games that call on not just physical prowess but also physical

skill, strategy, and luck (Grows, 1997). Researchers have begun to recognize the importance of

involving in sports activities and there are been an increase in the number of studies related to

this area. Choi, Johnson and Kim (2014) emphasized that sporting activities is a key factor in

promoting healthy lifestyles among students who engage in sporting activities. Through sports,

students learn social and cognitive skills. A student who partakes in sporting activities is

believed to have a sound mind and thus, the likelihood for him or her to excel in his or her

academics is very high. Generally, Bailey et al., (2013) also identified that students’ participation

in sports is associated with a cluster of benefits including: social, mental and cognitive

wellbeing, and academic performance.

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In addition, students who play sports will increase their social circle, broaden their perspective

on the world, and have more options for further study and a career in sports. It is essential that

they engage in sports as a way to decompress from demanding coursework. Moreover, a large

majority of university graduates will go on to enter sophisticated society where social interaction

is essential. Therefore, it is undeniable that the social events on campus greatly benefit the

students. For instance, when the university has a sporting event, numerous other universities may

participate. As a result, students have the opportunity to interact with one another, meet new

people, and share their thoughts on a variety of topics (Weil, 2012). Furthermore, as stated by

Astin (1993), student participation in athletic events organized by the institution enhances their

education. This will also lead to students getting greater achievement in school, having a higher

probability of achieving their career goals, and being happier with their time at university.

There is, however, a growing body of literature that suggests students who participate in sports

do not do well academically, which has sparked a discussion among researchers over the

relationship between students' participation in sports and academic achievement. For several

decades prior, this debate has been a point of disagreement for several researchers. A number of

studies have shown that participation in sports has a favorable impact on students' academic

achievement (see, for instance, Tomporowski et al., 2008; Trudeau & Shephard, 2008;

DeMeulenaere, 2010). Tremblay et al. (2000) revealed that sports participation has a detrimental

impact on students’ performance in school. Tremblay et al. (2000) looked at the impact of sports

involvement in Canada and found that there was a negative correlation between students' test

performance on standardized sports participation.( Remove this from introduction, it is a form of

literature review) People who participate in school sports contend that there are no beneficial

impacts of sports on academic performance, as reported by Davis and Cooper (2011).

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Thorlindson and Bernburg (2006) noted that some parents link certain unpleasant behaviors to

sports. Sports participation lowers athletes' performance, according to those who disagree with

sports' presence in educational institutions. Sports enthusiasts, according to these critics, devote

all of their efforts to practicing and competing in sports, leaving them with less time and energy

for their academic work. According to Hartman (2008), "too much time and energy focused on

sports shifted focus from academic work of schools." Hartman reviewed a large body of

literature to determine the nature of the relationship between students' academic success and their

participation in sports. He discovered that, according to the majority of research in this area,

students who become overly involved in sports lose interest in pursuing academic excellence.

Nelson and Gordon-Larsen (2006), on the other hand, found that students who participate in

sports do well in scientific classes. According to Broh (2002), students who participate in sports

also perform well in math and English.

Given the significant time commitment that school sports teams have for practices, games,

fundraising, and pre-season training, one may argue that students participating in demanding

coursework may find it difficult to retain high academic standing. However, Denault et al. (2009)

conducted a five-year longitudinal study involving students in grades 7 through 11, utilizing

telephone interviews, questionnaires, and an examination of academic records. They found that,

on the whole, student athletes possessed greater potential to advance their academic knowledge

and proficiency as well as to cultivate their interpersonal relationships. Furthermore, Fredericks

(2012) carried out a two-year study that examined 10th graders' involvement in school-related

activities. Surveys and transcripts from the study revealed a positive correlation between

academic performance and the amount of time students spent participating in sports. Similarly,

Jonker et al. conducted research on 400 athletes (2009). These athletes were between the ages of

9|Page
14 and 16 and were enrolled in pre-professional or pre-university programs. The findings showed

that there was a strong relationship between students' participation in sports and their academic

achievement in reading.

Students spending so much time in sports activities has drawn a lot of criticism. There are others

who contend that schools need to focus on teaching secondary school students, rather than

worrying too much about their personal and social lives. Implying that fostering pupils'

intellectual growth should be the primary—and possibly the only—goal of education. Many

parents also held the view that enrolling their children in sports was a waste of time and would

hinder their academic progress. Nonetheless, scientific research has demonstrated the beneficial

effects of sports on Youth physical, mental, and physiological development. Many parents and

even school administrators are discouraged from encouraging their children to participate in

sports because of this paradox. Furthermore, because sports can interfere with students' required

academic work, several educators are against them. The lack of understanding of the power of

sports and facilities is the cause of the poverty of successful sportsmen and the prevalence of

inactive lifestyles in our culture.

The role of sport participation in the academic achievement of students cannot be over-looked if

schools and parents really care about the mental fitness and academic excellence of secondary

school students. One of the problems facing students’ participation in sports activities is the

deflection of time away from the classroom. It was perceived by parents and many adults that

sports divert talent of students from academic programs and the students who put their energies

into sports are less likely to pursue academic objectives.

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1.2. Statement of the Problem

The University of Lagos is a prominent institution of higher learning in Nigeria characterized by

a vast range of extracurricular activities, with sports emerging as a prominent engagement for

undergraduates. A great proportion of students of the University of Lagos participate in various

sporting activities such as track and field events, and indoor games, for different reason. While

some participate in sports for the fun of it, some participate to keep fit, and some do to pursue a

career in the sporting arena. Whichever reason they choose to participate in sporting activities,

research has revealed that participating in sports is a key factor in promoting healthy lifestyles

among students who engage in sporting activities (Choi et al., 2014). Studies have also revealed

that participating in sports increases a student's chances of academic success (Tomporowski et

al., 2008; Trudeau, & Shephard, 2008; DeMeulenaere, 2010; Bailey et al., 2013).

While there are a plethora of studies that have examined the relationship between involvement in

sporting activities and academic performance, there exist a dearth of study on this subject matter

in the University of Lagos. Despite the enormous benefits associated with active involvement in

sporting activities, there is a paucity of research on regarding the extent of involvement, the

types of sports engaged in, and how these activities influence academic outcomes of

undergraduates of the University.

The issue gets worse as students struggle to find a balance between their devotion to

extracurricular activities and their academic obligations. This study seeks to address this lacuna

by investigating the extent and nature of students' involvement in sporting activities and how it

influences their academic performance by answering the critical questions: To what extent are

undergraduates at the University of Lagos involved in sporting activities? What types of sports

do they predominantly engage in? Is there a discernible correlation between sports participation

11 | P a g e
and academic performance? Additionally, what are the perceived benefits and challenges

associated with this dual engagement? An understanding of the complex relationship between

these two major variables can guide in the development of targeted interventions and

comprehensive policies that can optimize both aspects of student life.

1.3. Objectives of the Study

The general objective of this study is to investigate students’involvement in sporting activities

and academic performance among undergraduates of the University of Lagos. Specifically, the

study aims to;

1. Assess the level of involvement (not a strong objective) in sporting activities among

undergraduates at the University of Lagos.

2. Identify the types of sporting (not a strong objective) activities most commonly participated

in by students at the University of Lagos.

3. Investigate the perceived benefits and challenges associated with involvement in sporting

activities among undergraduates.

4. Examine the correlation between participation in sporting activities and academic

performance of undergraduates.

1.4. Research Questions

To achieve the research objectives, the following questions will guide the study:

1. What is the extent of involvement in sporting activities among undergraduates at the

University of Lagos?

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2. What are the most prevalent types of sporting activities engaged in by undergraduates at the

University of Lagos?

3. What are the perceived benefits and challenges reported by undergraduates in relation to their

involvement in sporting activities at the University of Lagos?

4. Is there a significant correlation between the level of participation in sporting activities and

the academic performance of undergraduates at the University of Lagos?

1.5. Significance of the Study

The study on involvement in sporting activities and academic performance among

undergraduates of the University of Lagos holds paramount significance from a theoretical and

practical standpoint. From a theoretical standpoint, this study will contribute to the growing body

of knowledge on the relationship between students’ involvement in sporting activities and their

academic performance. By virtue of its investigation of the relationship between these two

variables, the research aims to provide insights into the broader theoretical framework of student

engagement, shedding light on how extracurricular activities, particularly sports, may impact

academic outcomes. By contributing to the existing body of knowledge on involvement in sports

and academic performance, the study will serves a reference to academics, researcher and

students who want to make research on the subject.

From a practical perspective, findings from the study holds practical significance for both

academic institutions and students, as an understanding of the types and levels of involvement in

sporting activities among undergraduates can inform the development of targeted programs and

initiatives to enhance student well-being and academic success.

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1.6. Scope and Delimitation of the Study

This the study focuses on investigating the relationship between undergraduate students’ of the

University of Lagos involvement in sporting activities and their academic performance. The

study will assess the level of involvement in sporting activities and identify the types of sporting

activities most commonly participated in by students at the University of Lagos. The study will

also investigate the perceived benefits and challenges associated with involvement in sporting

activities among undergraduates. Lastly, the study will examine the correlation between

participation in sporting activities and academic performance. The study will not investigate the

impact of specific sports on academic outcomes but rather aims to establish a broad

understanding of the general relationship between sports participation and academic

performance.

The study will be delimited to the undergraduates of the University of Lagos. Staff (both

academic and non-academic), Postgraduate and Diploma students of the University of Lagos will

not be included.

1.7. Conceptual Clarifications

Sporting activities: These are structured physical activities that encourage skill development,

fitness, and leisure. Examples of these activities include games, workouts, and tournaments.

Undergraduates: these are students at a college or university that are working towards a

bachelor’s degree, sometimes known as an undergraduate degree.

1.8. Literature Review

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Akinwumiju (2000) describes the review of related literature as involving the systematic

identification, location and analysis of documents containing information related to the research

problem. Reviewing related literature is essential in the social sciences because it enables us to

comprehend what has been done previously on a certain topic and, more importantly, how the

current study fits into that body of knowledge. It is impossible to overstate the importance of

literature review in any research inquiry because they point to and present a variety of

viewpoints on the research inquiry, assisting the researcher in understanding the opinions of

other researchers on the research question. As a result, literatures pertinent to the research

inquiry will articulated to support and direct the research inquiry's conclusion.

1.9. Theoretical Framework

Adisa (2016) defined a theory as a logically formulated idea from collected, collated and

analysed data developed into concrete model for the purposes of providing logical and empirical

explanations on the course and movement of the society. Generally, theories are bodies of

schemes of interrelated facts which are employed as explanatory tools for social phenomena or

events. Theories serve as a guide to the researcher and advances ways of looking at things. They

are set of assumptions that provide the base upon which hypotheses can be generated to test the

relationship between variables

The American Psychological Association (APA) defines a theoretical framework as "a collection

of interrelated concepts, like a theory but not necessarily so well worked out" (APA, 2020, p.

25). It provides a theoretical lens through which researchers can understand and analyse their

data, acting as a foundation for their research. A theoretical framework is often made up of a

collection of established theories, notions, and principles that serve as a roadmap for conducting

research and aid in address hypotheses. It aids in thought organization, research gap

15 | P a g e
identification, and the creation of linkages between variables. This work will be anchored within

the framework of the structural functionalism, Flow theory, and Balancing identity theory.

Structural functionalism is a theory rooted in sociology, this theory examines how different parts

of a society contribute to its stability and functioning. This theory can be used to explain how

participation in sporting activities functions as a social institution within the university, affecting

students' academic behaviors and performance.

Flow theory suggests that engaging in activities that match one's skills and challenges can lead to

a state of "flow" characterized by deep concentration and heightened performance. Applying this

to sports, students who experience flow in athletic pursuits may also exhibit improved focus and

academic performance.

Lastly, the balancing identity theory suggests that individuals strive to maintain a balance

between various aspects of their identity. Applied to your study, it can help explain how students

balance their identity as athletes and students, and how this equilibrium influences their

academic performance.

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 RESEARCH METHOD

2.1 Introduction

This section provides information on the research procedures that will be adopted for this study.

It addressed issues such as research design, research method, and study population, sample size,

sampling technique, the study location, research instrument and method of analysis that will be

adopted. The research method that will be used for this study is the survey method, under which

a cross sectional survey will be carried out. These methods entail a direct contact between the

researcher and fraction (subjects) chosen for the study.

2.2. Research Design

Soyombo (2003) defines a research design as the researcher’s plan of action, whose objective is

to minimize possible errors by increasing the reliability and validity of the study.(use something

else, it has been over used)The non-experimental research design will be adopted for this study,

which consists of a cross sectional survey with the use of survey research instruments

respectively; that is, a questionnaire and in-depth interview guide. The questionnaire and the in-

17 | P a g e
depth interview will be used to generate data from the respondents.( Not necessary at this

section)

2.3. Study Location

The study location for this study is University of Lagos which was founded in 1962. The

longitude and latitude of university of Lagos is measured, Longitude: 3.3918° E" Latitude:

6.5192° N" respectively (google coordinate). It presently has three Campuses in Yaba and

Surulere. Whereas two of its Campuses are located in Yaba (the main campus in Akoka and the

recently created campus at the former School of Radiography), its College of Medicine is located

in Idi-Araba, Surulere. It is remarkable that all the three campuses are located in the Mainland of

Lagos. Its main campus is largely surrounded by the scenic view of the Lagos lagoon on 802

acres of land in Akoka, North Eastern part of Yaba (Wikipedia, 2019).

2.4. Study Population

A population is a collection of all conceivable element subjects or observation relating to a

particular phenomenon of which the researcher is interested in (Asika, 2006). The study

populations for this study are the undergraduate students in the University of Lagos.

2.5 Sample Size

A sample is a group of subjects or situations selected from a larger population. According to De

Vos (1998:191), a sample comprises the elements of the population considered for actual

inclusion in the study. A sample can be viewed as a subject of measurements drawn from a

population in which we are interested. In the light of the proposed sampling technique and due to

scarcity of time and resources, a sample size of 240 is proposed for the quantitative aspect of this

study and20for the qualitative aspect of the study

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2.6. Sampling Method/Technique

This research will adopt the probability and non-probability sampling techniques, specifically

multistage sampling technique, in selecting undergraduates in the University of Lagos for this

study. Faculties will be clustered into Humanities, Medical Sciences, and Technology. Simple

random sampling will be used to select three faculties, and convenience sampling will be utilized

to select the respondents.

The stages through which the sample will be categorized are:

Stage 1: Cluster by faculties.

Stage 2 Commence to select two out the three cluster.

Stage 3: Proportional sampling to select faculties according to size

Stage 4: Simple random sampling to select three faculties.

Stage 5: Convenience sampling to select respondents from each faculties.

Table 2.1: Selection of Respondents

Major Field Faculties Quantitative Qualitative

Humanities Education 40 not realistic to

select 40 each 5

department

Management Sciences 40

Social Sciences 40

Science and Engineering 40

Technology Environmental Sciences 40 5

Sciences 40

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 Total 400 10

2.7 Research Instrument

The study instrument will be questionnaire. Questionnaire is important since it allows gathering

of large quantities of information within a short time span hence, covering a large group of

participants. The semi-structured questionnaire would comprise of both open and close-ended

questions in order to cover the demographic data of the respondents as well as the objectives of

the study. In closed-ended questions, the respondents will be given alternative options to each

question which will cover the complete range of probable responses from which they are to

choose. While the open–ended questions will allow the respondents the choice to express

his/herself as pleases without being restricted to choosing from a number of options. The

questionnaire would be structured using a clear, simple, and precise language, which respondents

will understand easily.

On the other hand, the in-depth interview guide will be used to collect the qualitative data for the

study. Face to face interview will be conducted with the selected students from various faculties.

These parties will be asked questions from the interview guide and their responses will recorded

for transcription.

Employing both questionnaire and in-depth interviews will enable the researcher to gather

quantitative and qualitative data, which can help answer the research questions comprehensively.

Combining these methods will help the researcher to triangulate the research data, that is, i.e. the

researcher can use the different methods to validate and cross-check findings of the study. It can

also provide a more nuanced and comprehensive understanding of the research topic, which can

be valuable for theory development and practical applications.

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2.8. Administration of Research Instruments

The quantitative research instrument (questionnaire) would be self-administered. The students

would be given the research instrument to answer on their own; this would save time in the

administration of the questionnaire. Face to face interview would be conducted with the selected

students to obtain qualitative data. These parties will be asked questions from the interview guide

and their responses will recorded for transcription and analysis.

2.9. Method of Data Analysis

Data analysis refers to the way in which the collected data will be presented and interpreted in a

meaningful way and in which explanations will be given for observations (Soyombo, 2003).

Data generated from questionnaire will be scientifically processed through SPSS (Statistical

Package for Social Sciences). The qualitative data, on the other hand, will be analyzed

thematically.

2.10 Ethical Considerations

Respondents will be duly informed of the purpose of the study and what it entails before they

participate in it. Also, their anonymity and confidentiality will be ensured. Respondents will also

be informed that they have the right to withdraw from participation at any point if they are not

comfortable with the interview and questionnaire administering session.

Use literature that are from 2014 above and more of Nigerian authors

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References

Adisa, W.B., (2016). Theories of Migration and Urbanization: Classical and Contemporary. In

Oyefara J. L. Migration and Urbanization in Contemporary Nigeria: Policies and Issues.

University of Lagos Press and Bookshop Ltd.

Akinwumiju, J. A. (2000). EME 409 Educational Research Methods: External Studies

APA. (2020). Publication Manual of the American Psychological Association (7th ed.).

American Psychological Association.

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Asika, N. (2006), Research Methodology in the Behavioural Sciences, Longman Nigeria PLC,

Lagos.

Bailey, R., Hillman, C., Arent, S., & Petitpas, A. (2013). Physical activity: an underestimated

investment in human capital? Journal of physical activity and health, 10(3), 289-308.

Broh, B. A. (2002). Linking extracurricular programming to academic achievement: Who

benefits and why? Sociology of education, 75, 69-95.

Choi, H. S., Johnson, B., & Kim, Y. K. (2014). Children’s development through sports

competition: Derivative, adjustive, generative, and maladaptive approaches. Quest, 66(2), 191-

202.

Davis, C. L., & Cooper, S. (2011). Fitness, fatness, cognition, behavior, and academic

achievement among overweight children: do cross-sectional associations correspond to exercise

trial outcomes? Preventive medicine, 52, S65-S69.

DeMeulenaere, E. (2010). Playing the Game: Sports as a Force for Promoting Improved

Academic Performance for Urban Youth. Journal of Cultural Diversity, 17(4), 127–135

Denault, A. S., Poulin, F., & Pedersen, S. (2009). Intensity of participation in organized youth

activities during the high school years: Longitudinal associations with adjustment. Applied

Development Science, 13(2), 74-87.

Fredricks, J. A. (2012). Extracurricular participation and academic outcomes: Testing the

overscheduling hypothesis. Journal of youth and adolescence, 41(3), 295-306.

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Hartmann, D. (2008). High school sports participation and educational attainment: Recognizing,

assessing, and utilizing the relationship. Report to the LA84 Foundation. Los Angeles, CA:

LA84 Foundation.

Jonker, L., Elferink‐Gemser, M. T., & Visscher, C. (2009). Talented athletes and academic

achievements: A comparison over 14 years. High Ability Studies, 20(1), 55-64.

Nelson, M. C., & Gordon-Larsen, P. (2006). Physical activity and sedentary behaviour patterns

are associated with selected adolescent health risk behaviours. Paediatrics, 117(4), 1281- 1290.

Soyombo, O. (2003). `Writing a Research Report’ in Ahonsi, B. and Soyombo, O. (eds.)

Readings in Social research Methods and Applications. Ibadan. Caltop Publications Limited.

Thorlindsson, T., & Bernburg, J. G. (2006). Peer groups and substance use: Examining the direct

and interactive effect of leisure activity. Adolescence, 41(162), 321-339.

Tomporowski, P. D., Davis, C. L., Miller, P. H., & Naglieri, J. A. (2008). Exercise and children’s

intelligence, cognition, and academic achievement. Educational psychology review, 20(2), 111-

131.

Tremblay, M. S., Inman, J. W., & Willms, J. D. (2000). The relationship between physical

activity, self-esteem, and academic achievement in 12-year-old children. Paediatric exercise

science, 12(3), 312-323

Trudeau, F., & Shephard, R. J. (2008). Physical education, school physical activity, school sports

and academic performance. International Journal of Behavioural Nutrition and Physical Activity,

5(1), 10

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Weil, A. (2012). Exercise and Fitness. Retrieved from: http://www.drweil.com/drw/u/PAG0006

3 /ExerciseFitness-Dr-Weil.html

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