Students’ Perception of Socio-Cultural Factors Influencing Sports Participation Among Female Students in the Faculty of Education
Chapter One
Purpose of the Study
The overarching aim of this research is to investigate and comprehend the intricate dynamics of socio-cultural factors influencing sports participation among female students in the Faculty of Education, particularly those specializing in human kinetics. By gaining an understanding of these factors, the study aspires to contribute to the development of targeted strategies and interventions. The ultimate goal is to foster a more inclusive and supportive environment that encourages active sports engagement among female students within the educational context.
This aim is grounded in the recognition that, despite the acknowledged benefits of sports participation, there exists a noticeable underrepresentation and disparity in engagement between male and female students in the Faculty of Education. Through an in-depth exploration of socio-cultural influences, the research aims to pave the way for a more equitable and empowering experience for female students in the realm of sports.
- To identify and analyze the socio-cultural factors perceived by female students as influencing their participation in sports activities.
- To examine the impact of gender stereotypes and cultural expectations on the sports engagement of female students within the Faculty of Education.
- To assess the accessibility and availability of sports facilities, coaching, and organized sports programs for female students and its influence on their sports participation.
- To investigate the role of social stigma and peer pressures in shaping the attitudes and behaviors of female students towards sports involvement.
CHAPTER TWO
REVIEWED OF RELATED LITERATURE
Affecting Sports Participation
Sports participation is influenced by a myriad of factors that extend beyond mere personal interest or talent. This study aims to explore nature of these influences. Socioeconomic status (SES) plays a significant role in shaping sports participation patterns. Research by Stodden, Goodway, Langendorfer, Roberton, Rudisill, Garcia, & Garcia (2008) suggests that children from higher SES backgrounds often have greater access to sports facilities, coaching, and equipment, which can positively influence their participation in sports. Conversely, children from lower SES backgrounds may face barriers such as financial constraints, lack of transportation, and limited access to sports programs, thus reducing their likelihood of participation (Marsh, Kleitman, & Owen, 2005).
Cultural factors significantly impact sports participation, with cultural norms and values shaping individuals’ attitudes and preferences towards sports. Research by Coakley (2015) highlights how cultural beliefs surrounding gender roles, ethnicity, and religion can either encourage or discourage participation in certain sports. For example, traditional gender stereotypes may dissuade girls from participating in contact sports, while cultural celebrations of specific sports, such as soccer in many Latin American countries, can foster widespread participation among youth (Chalip, 2006).
Family dynamics play a crucial role in shaping an individual’s involvement in sports. Studies have shown that parental attitudes, behaviors, and involvement in sports significantly impact children’s participation (Eime, Casey, Harvey, Sawyer, Symons, & Payne, 2019). Parents who prioritize sports and engage in active lifestyles are more likely to encourage their children to participate in sports activities. Additionally, familial support, including financial and logistical assistance, can facilitate sports involvement among youth (Lumpkin, Stoll, & Beller, 2003).
The availability and quality of sports infrastructure heavily influence participation rates. Research by Loureiro, Gómez-López, & Rodrigues (2019) emphasizes the importance of accessible sports facilities, parks, and recreational spaces in promoting physical activity. Lack of safe and well-maintained facilities, particularly in underserved communities, can deter individuals, especially youth, from engaging in sports activities (Gardner & Bocarro, 2009).
Peers play a significant role in shaping individuals’ attitudes towards sports participation, particularly during adolescence. Social acceptance and peer support can motivate youth to participate in sports (Cairney, Clark, & Dudley, 2019). Conversely, negative peer influences, such as bullying or teasing related to sports performance, may discourage participation and lead to dropout (Leary, Kowalski, Smith, & Phillips, 2003).
Sports participation is influenced by a complex interplay of socioeconomic, cultural, familial, environmental, and peer-related factors. Understanding these influences is crucial for developing effective strategies to promote inclusive and accessible sports participation among diverse populations.
Socio-Cultural Factors Affecting Sports Participation
Sports participation is profoundly influenced by socio-cultural factors, reflecting the interplay between individuals and their social environments. This review explores the intricate relationships between socio-cultural variables and sports engagement,
Gender Norms and Stereotypes:
Gender norms and stereotypes significantly shape sports participation patterns. Research by Pfister (2010) illustrates how traditional gender roles dictate which sports are considered appropriate for males and females. Societal expectations often discourage girls and women from participating in sports perceived as masculine or aggressive, contributing to gender disparities in sports involvement (Hargreaves, 2000). Conversely, sports that align with feminine stereotypes may attract higher female participation rates, albeit within limited spheres.
Cultural Identity and Representation:
Cultural identity and representation play a crucial role in sports participation. Individuals are more likely to engage in sports that resonate with their cultural heritage and identity (Giulianotti, 2005). For example, ethnic minorities may demonstrate higher participation rates in sports celebrated within their communities, fostering a sense of belonging and cultural pride (Maguire, 1994). However, cultural barriers, such as discrimination or lack of representation, can inhibit sports involvement among marginalized groups (Long & Hylton, 2002).
Socioeconomic Disparities:
Socioeconomic status (SES) significantly influences access to sports participation opportunities. Research by Wicker, Breuer, & Pawlowski (2012) indicates that individuals from higher SES backgrounds often have greater access to sports facilities, coaching, and equipment. Conversely, those from lower SES backgrounds may face financial barriers, limiting their ability to participate in organized sports activities (Cunningham, 2005). As a result, socioeconomic disparities perpetuate unequal access to sports opportunities, exacerbating participation inequalities.
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.
RESEARCH DESIGN
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.
POPULATION OF THE STUDY
According to Udoyen (2019), a study population is a group of elements or individuals as the case may be, who share similar characteristics. These similar features can include location, gender, age, sex or specific interest. The emphasis on study population is that it constitute of individuals or elements that are homogeneous in description.
This study was carried out to examine human kinetics students’ perception of socio-cultural factors influencing sports participation among female students in the faculty of education. Students from faculty of education were selected from 4 departments form the population of the study.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
INTRODUCTION
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of one hundred and twenty-six (126) questionnaires were administered to respondents of which only one hundred and twenty (120) were returned and validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 120 was validated for the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS:
Introduction
This chapter summarizes the findings into human kinetics students’ perception of socio-cultural factors influencing sports participation among female students in the faculty of education. The chapter consists of summary of the study, conclusions, and recommendations.
Summary of the Study
In this study, our focus was to examine human kinetics students’ perception of socio-cultural factors influencing sports participation among female students in the faculty of education in University of Benin. The study specifically exploring these socio-cultural factors through the lens of Human Kinetics students’ perceptions, researchers and educators can gain a deeper understanding of the challenges and opportunities for promoting sports participation among female students in the Faculty of Education. This insight can inform the development of targeted interventions and initiatives to enhance female students’ engagement in sports and physical activity within this academic setting.
The study adopted the survey research design and randomly enrolled participants in the study. A total of 120 responses were validated from the enrolled participants who where all respondents are selected students of faculty of education in University of Benin
Conclusion
In conclusion, this study provides valuable insights into the perceptions of Human Kinetics students regarding socio-cultural factors influencing sports participation among female students in the Faculty of Education. Through an exploration of gender stereotypes, access to resources, social support, the educational environment, faculty culture, body image, and role modeling, the study illuminates the complex dynamics that shape female students’ engagement in sports within this specific academic context.
The findings underscore the importance of addressing barriers and fostering supportive environments to promote sports participation among female students. Strategies such as challenging gender stereotypes, improving access to resources, enhancing social support networks, creating inclusive educational environments, promoting positive body image, and providing female role models and mentorship opportunities emerge as key considerations for increasing female students’ involvement in sports.
By recognizing and addressing these socio-cultural factors, stakeholders within the Faculty of Education can work collaboratively to create inclusive and empowering sports programs that cater to the diverse needs and interests of female students. Such initiatives not only promote physical health and well-being but also contribute to the development of leadership skills, self-confidence, and resilience among female students, ultimately fostering a more equitable and inclusive academic community. Moving forward, further research and targeted interventions are needed to build upon these findings and enact meaningful change in promoting sports participation among female students in educational settings
Recommendation
Based on the findings of the study, several recommendations can be proposed to enhance sports participation among female students in the Faculty of Education:
- Implement programs and initiatives aimed at challenging gender stereotypes and promoting equality in sports participation. This may include educational campaigns, workshops, and events that raise awareness about the importance of gender inclusivity in athletics.
- Ensure equitable access to sports facilities, equipment, coaching, and financial assistance for female students. Explore opportunities for partnerships with community organizations and sports associations to expand resources available to female athletes.
- Create opportunities for female students to connect with peers who share their interest in sports and physical activity. Establish support groups, mentorship programs, and networking events to cultivate a sense of community and solidarity among female athletes.
- Integrate sports-related coursework, extracurricular activities, and leadership opportunities within the curriculum to promote the value of sports participation among female students. Encourage faculty members to incorporate discussions on gender equity and diversity into their teaching and mentoring practices.
- Develop initiatives to promote positive body image and self-esteem among female students, emphasizing the diverse range of body types and athletic abilities. Provide resources and workshops focused on nutrition, fitness, and mental health to support overall well-being.
References
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- Eime, R. M., Casey, M. M., Harvey, J. T., Sawyer, N. A., Symons, C. M., & Payne, W. R. (2019). Socioecological factors potentially associated with participation in physical activity and sport: A longitudinal study of adolescent girls. Journal of Science and Medicine in Sport, 22(1), 85-90.
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