Exploring the Relationship between Team Sports Participation and Academic Performance in Zagreb, Croatia

Purpose: The study aimed to investigate the potential correlation between participation in team sports and academic achievement. Methodology: The study adopted a desktop research methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low-cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library. Findings: The findings revealed that there exists a contextual and methodological gap relating to the relationship between team sports participation and academic performance in Zagreb, Croatia. Preliminary empirical review revealed a positive association between team sports participation and self-regulation skills. Students who engaged in team sports demonstrated higher levels of self-regulation, which, in turn, predicted better academic achievement. Concerns about positive correlation between team sports participation and self-esteem showed that students who engaged in team sports exhibited higher levels of self-esteem, which in turn, predicted better academic achievement. The study suggested that middle schools should promote team sports participation as a means to enhance students' self-esteem, which can positively influence their academic achievement were found in most of the studies reviewed. Recommendations: The


INTRODUCTION
In recent years, there has been growing interest in understanding the multifaceted benefits of team sports participation on various aspects of an individual's life.One crucial area of investigation has been the potential relationship between team sports participation and academic performance.Education plays a pivotal role in shaping an individual's future prospects, and it is imperative to explore factors that contribute to academic success.Engaging in team sports has been hailed as a holistic approach to personal development, fostering physical fitness, social skills, and characterbuilding.However, the extent to which team sports participation influences academic performance remains a subject of ongoing research and debate.Numerous researchers have explored this relationship in developed economies such as the United States, Japan, and the United Kingdom.For instance, a study conducted in the United States examined the academic performance of high school students involved in team sports compared to non-participating students (Khan, Naseem Ali & Batool, 2022).The researchers collected data from 500 students over a period of three years and found that those engaged in team sports demonstrated higher GPAs and a lower likelihood of dropping out compared to non-participants.
The relationship between sport participation in organized sports clubs and academic performance among university students in Japan was analyzed using student academic records.Students who actively participated in sports clubs showed higher academic performance, as indicated by their overall grades and class ranking, compared to those who were not involved in sports clubs.(Hagiwara, Tsunokawa, Iwatsuki, Shimozono, & Kawazura, 2021).
The relationship between extracurricular sports activities and academic performance among secondary school students is also evident in Croatia.The study included 1,000 students and collected data on their participation in team sports as well as their academic grades.The findings indicated a positive association between team sports participation and academic performance, with participating students demonstrating better academic achievement compared to non-participating students (Petrović, Cenić, & Dimitrijević, 2018).
In the context of developing economies, researchers have undertaken studies to explore the potential link between participation in team sports and academic performance.A survey was conducted among 500 students, focusing on their involvement in team sports and their academic grades.This study aimed to shed light on the correlation among elementary school students.The findings revealed a positive relationship, indicating that students who participated in team sports achieved higher grades compared to their non-participating counterparts (Hogan, 2023).
In developing economies, investigations into the correlation between team sports participation and academic performance have also been conducted.For instance, in Nigeria researchers explored the impact of sports participation on the academic performance of primary school students (Akinsanya, Ogunlade, & Oluwatoyin, 2020).The study included 800 students, and the results indicated a positive relationship between team sports participation and academic achievement, with participating students exhibiting higher grades and better overall academic performance.
In South Africa, the connection between engaging in extracurricular sports activities and the academic performance of high school students is clearly evident.A sample of 1,200 students, indicated a noteworthy positive association between involvement in team sports and academic achievement.This relationship was observed through higher grades and a reduced likelihood of grade repetition among participating students (Nkosi, Reddy, & Sewpaul, 2019).
Furthermore, the significance of the impact of sports participation on the academic performance of secondary school students was found to be evident in India.A comprehensive analysis of data was collected from a sample of 1,200 students.It was discovered that there was a significant positive correlation between active involvement in team sports and enhanced academic outcomes.These positive effects were manifested through higher grades achieved by the participating students and the development of improved cognitive skills, which further contributed to their academic success.The findings from this study underscore the beneficial relationship between sports participation and academic performance among secondary school students in the Indian context.Such evidence highlights the potential advantages of incorporating sports activities into the educational framework to promote holistic student development (Sharma, Shukla & Singh, 2021).
Team sports participation can be conceptualized and analyzed from various perspectives.One analysis could focus on the physical health benefits of team sports participation.There is positive impact of regular physical activity on overall health, including cardiovascular fitness, muscular strength, and endurance (Williams & Weiss, 2020).Team sports provide opportunities for individuals to engage in structured physical exercise, promoting physical well-being and reducing the risk of chronic diseases.Another analysis could center around the social and psychological aspects of team sports participation.Team sports offer a platform for social interaction, teamwork, and the development of interpersonal skills.Participation in team sports can enhance self-esteem, foster a sense of belonging, and improve social relationships among individuals.Additionally, team sports provide opportunities for individuals to learn important life skills such as communication, leadership, and cooperation.
A third analysis could be focused on the academic and cognitive benefits of team sports participation.There is a positive association between participation in team sports and academic performance (Burns & Collins, 2023).Regular physical activity, including team sports, has been linked to improved cognitive functioning, attention span, and academic achievement.Team sports participation can also enhance concentration, discipline, and time management skills, contributing to overall academic success.Lastly, an analysis could explore the cultural and community aspects of team sports participation.Team sports can serve as a vehicle for cultural expression, identity formation, and community integration.Team sports often embody cultural values, traditions, and norms, fostering a sense of pride and belonging within communities.Furthermore, team sports can contribute to social cohesion, bringing diverse individuals together and promoting a sense of unity.

Statement of the Problem
Team sports participation are expected to lead to improved academic performance.Participating in team sports can have various positive effects on academic performance.First, team sports promote physical fitness and overall health, which can contribute to improved cognitive functioning and attention span, ultimately enhancing academic performance (Dhillon, Riggs, Pentz & Pomery, 2017).Second, team sports involve elements of discipline, time management, and goal setting, which are transferable skills that can positively impact students' academic pursuits.The commitment and dedication required in team sports can translate into similar attitudes towards academic responsibilities, leading to better study habits and academic success.Moreover, team sports provide opportunities for social interaction, teamwork, and the development of interpersonal skills.
These skills, such as communication, cooperation, and leadership, can positively influence students' academic performance.They enhance their ability to collaborate with peers on group projects, effectively communicate their ideas, and exhibit leadership qualities in academic settings.Additionally, participation in team sports fosters a sense of belonging and self-esteem, which can positively impact students' motivation, engagement, and overall well-being, all of which are known to influence academic performance.The social support and sense of community associated with team sports can contribute to a positive school environment, creating a conducive atmosphere for academic achievement.
However, prior research on this topic has yielded contradictory results while some authors find a positive effect of sports participation on academic outcomes, others report a negative impact.The empirical evidence is provided by a panel dataset of undergraduate students who studied at a Spanish University over the period 2008-2014.The academic performance of sports participants are compared with those of non-participants in terms of their outcomes in the form of grades.Results reveal that participation in formal sporting activities is associated with higher grades among students at this university (Ishiguro, Ishihara & Morita, 2023).The analysis reinforces the idea that apart from their health benefits for practitioners, sporting activities lead to the attainment of the performance goals to which higher education institutions aspire.
The problem of the potential relationship between team sports participation and academic performance can be viewed from multiple perspectives.It can be a concern for various stakeholders involved in the education and sports sectors, including educators, parents, policymakers, and even the students themselves.For educators, the potential problem lies in understanding how team sports participation may impact students' academic performance.They may be interested in identifying strategies to support students who participate in team sports to ensure they can balance their academic responsibilities effectively.Parents may see it as a problem if they perceive a negative impact of team sports on their child's academic performance.They may be concerned about their child's ability to manage time, complete assignments, and maintain focus on academic goals while engaging in team sports.
Policymakers might consider it a problem if they aim to promote holistic development among students, including both academic and physical well-being.They may seek evidence to inform educational policies and programs that encourage a healthy balance between sports participation and academic achievement.For students themselves, it can be a problem if they struggle to maintain a satisfactory academic performance while participating in team sports.They may experience challenges related to time management, exhaustion from training or matches, or difficulty in balancing academic and athletic commitments.Understanding the specific ways in which team sports participation may pose challenges or conflicts with academic performance is essential.This could include investigating factors such as time constraints, potential academic disruptions due to sports-related commitments, or the need for effective support systems to help students navigate both domains successfully.
The problem arises from the need to understand the potential impact of team sports participation on academic performance and to address any knowledge or research gaps surrounding this relationship.It is a problem because there may be conflicting perspectives, assumptions, or anecdotal evidence about how participating in team sports may influence academic outcomes.The knowledge or research gap that seeks to be addressed by the study is the lack of comprehensive and conclusive evidence on the specific effects of team sports participation on academic performance.While there may be existing studies on this topic, there could be inconsistencies, limitations, or gaps in the current research.Therefore, conducting a study can help fill these gaps and provide a more robust understanding of the relationship between team sports participation and academic performance.This study aims to bridge the knowledge gap by providing empirical evidence and more accurate insights into how team sports participation can influence academic outcomes.It seeks to address questions such as the potential positive or negative effects, the mechanisms through which these effects occur, and any potential moderators or mediators involved.By doing so, the study aims to contribute to the existing body of knowledge, inform educational practices, and support evidence-based decision-making for educators, parents, policymakers, and students themselves.

Self-Determination Theory (SDT) by Edward L. Deci and Richard M. Ryan (1985)
Self-Determination Theory, originated by Deci and Ryan (1985), is a psychological framework that focuses on human motivation and the fulfillment of basic psychological needs.The theory suggests that individuals have intrinsic psychological needs for autonomy, competence, and relatedness.These needs drive human behavior and can be influential in the context of team sports participation and academic performance.SDT proposes that when individuals perceive autonomy, competence, and relatedness within the context of team sports, they are more likely to experience enhanced motivation, engagement, and positive outcomes in various domains, including academics (Deci & Ryan, 2000).

Social Cognitive Theory (SCT) by Albert Bandura-1986
Social Cognitive Theory, developed by Bandura (1986), emphasizes the reciprocal relationship between personal factors, environmental influences, and behavior.Within the context of team sports participation and academic performance, SCT suggests that individuals' beliefs in their own capabilities (self-efficacy) can influence their motivation, effort, and performance.Self-efficacy beliefs in one domain, such as team sports, may transfer to academic pursuits, leading to increased confidence and academic achievement.Additionally, SCT highlights the importance of observational learning and social modeling, suggesting that exposure to successful role models in both team sports and academics can positively impact students' beliefs and behaviors (Bandura, 1997).

Achievement Goal Theory (AGT) by Carol S. Dweck and Elliot T. Dweck (1970)
Achievement Goal Theory, developed by Nicholls (1984), focuses on individuals' goal orientations and their impact on motivation and achievement.AGT proposes that individuals can adopt either task-oriented or ego-oriented goal orientations.In the context of team sports participation and academic performance, individuals with a task-oriented goal orientation tend to focus on selfimprovement, skill development, and mastery.This orientation may lead to positive academic outcomes as students approach learning as a personal growth process.Conversely, individuals with an ego-oriented goal orientation focus on outperforming others and seeking external validation.This orientation may have mixed effects on academic performance, as the pursuit of external recognition might come at the expense of deep learning (Nicholls, 1989).

Empirical Review
Smith, Johnson & Davis (2018) examined the relationship between team sports participation and academic performance among high school students.A sample of 500 high school students was surveyed, and data on their participation in team sports and academic performance indicators, such as GPA, were collected.The study found a positive correlation between team sports participation and academic performance.Students who participated in team sports had higher GPAs compared to non-participants.The findings suggest that promoting and supporting team sports participation among high school students may have positive implications for their academic performance.Ishihara, Nakajima, Yamatsu, Okita Sagawa & Morita (2020) investigated the effects of team sports participation on academic achievement and cognitive skills among college students.A longitudinal design was employed, and data were collected from 800 college students over a twoyear period.Academic achievement was measured using GPA, and cognitive skills were assessed through standardized tests.The study revealed a positive association between team sports participation and academic achievement.Students who actively engaged in team sports had higher GPAs and demonstrated better cognitive skills compared to non-participants.The study suggests that universities and colleges should encourage and support students' participation in team sports to promote both academic achievement and cognitive development.
Otani (2020) explored on the impact of team sports participation on time management skills and academic performance among middle school students.A sample of 400 middle school students was surveyed, and data on their team sports participation, time management skills, and academic performance were collected.The study found a positive relationship between team sports participation and time management skills.Students who participated in team sports exhibited better time management skills, which, in turn, positively influenced their academic performance.The findings suggest that middle schools should encourage students' involvement in team sports as a means to enhance their time management skills, ultimately leading to improved academic performance.Lee, Kim & Park (2019) examined the relationship between team sports participation, selfregulation skills, and academic achievement among elementary school students.A sample of 600 elementary school students was surveyed, and measures of team sports participation, selfregulation skills, and academic achievement were collected.The study revealed a positive association between team sports participation and self-regulation skills.Students who engaged in team sports demonstrated higher levels of self-regulation, which, in turn, predicted better academic achievement.The study highlights the importance of promoting team sports participation as a means to foster self-regulation skills, which can positively impact academic achievement among elementary school students.Gupta and Singh (2018) investigated the influence of team sports participation on academic selfconcept and academic performance among high school students.A sample of 500 high school students was surveyed, and data on their team sports participation, academic self-concept, and academic performance were collected.The study revealed a positive relationship between team sports participation and academic self-concept.Students who participated in team sports had higher levels of academic self-concept, which, in turn, predicted better academic performance.The findings suggest that promoting team sports participation can contribute to the development of a positive academic self-concept, leading to improved academic performance among high school students.
Contreras-Osorio, Guzmán-Guzmán, Cerda-Vega, Chirosa-Ríos, Ramírez-Campillo & Campos-Jara (2022) examined the impact of team sports participation on executive functions and academic achievement among college students.A sample of 400 college students was surveyed, and measures of team sports participation, executive functions, and academic achievement were collected.The study found a positive association between team sports participation and executive functions.Students who engaged in team sports demonstrated better executive functions, which, in turn, predicted higher academic achievement.The study suggests that colleges and universities should encourage and provide opportunities for team sports participation as it can positively influence executive functions and subsequently contribute to better academic achievement.Çelik, Süler, Söylemez, & Koçak (2023) explored the relationship between team sports participation, self-esteem, and academic achievement among middle school students.A sample of 600 middle school students was surveyed, and data on their team sports participation, self-esteem, and academic achievement were collected.The study revealed a positive correlation between team sports participation and self-esteem.Students who engaged in team sports exhibited higher levels of self-esteem, which, in turn, predicted better academic achievement.The study suggests that middle schools should promote team sports participation as a means to enhance students' selfesteem, which can positively influence their academic achievement.Baker, Ho, & Baker (2019) investigated the relationship between team sports participation, physical fitness, and academic performance among high school students.A sample of 500 high school students was surveyed, and measures of team sports participation, physical fitness, and academic performance were collected.The study revealed a positive association between team sports participation and physical fitness.Students who participated in team sports demonstrated higher levels of physical fitness, which, in turn, predicted better academic performance.The study suggests that high schools should encourage students' participation in team sports to enhance their physical fitness, which can have positive implications for academic performance.Wang and Yang (2018) examined the relationship between team sports participation, selfdiscipline, and academic achievement among college students.A sample of 600 college students was surveyed, and data on their team sports participation, self-discipline, and academic achievement were collected.The study found a positive correlation between team sports participation and self-discipline.Students who engaged in team sports exhibited higher levels of self-discipline, which, in turn, predicted better academic achievement.The findings suggest that colleges and universities should promote team sports participation as a means to foster selfdiscipline, which can positively impact academic achievement among college students.

METHODOLOGY
The study adopted a desktop methodology.Desk research refers to secondary data or that which can be collected without fieldwork.Desk research is basically involved in collecting data from existing resources hence it is often considered a low-cost technique as compared to field research, as the main cost is involved in executive's time, telephone charges and directories.Thus, the study relied on already published studies, reports and statistics.This secondary data was easily accessed through the online journals and library.

FINDINGS
Our study presented both a knowledge and methodological gap.A contextual gap occurs when desired research findings provide a different perspective on the topic of discussion.For instance, Çelik, Süler, Söylemez & Koçak (2023) explored the relationship between team sports participation, self-esteem, and academic achievement among middle school students.A sample of 600 middle school students was surveyed, and data on their team sports participation, self-esteem, and academic achievement were collected.The study revealed a positive correlation between team sports participation and self-esteem.Students who engaged in team sports exhibited higher levels of self-esteem, which, in turn, predicted better academic achievement.The study suggests that middle schools should promote team sports participation as a means to enhance students' selfesteem, which can positively influence their academic achievement.On the other hand, our current study focused on exploring the relationship between team sports participation and academic performance in Zagreb, Croatia.
Secondly, the study presented a methodological gap whereby, in their study on the relationship between team sports participation, self-esteem, and academic achievement among middle school students; Çelik, Süler, Söylemez & Koçak (2023) adopted survey method whereby a sample of 600 middle school students was surveyed and data on their team sports participation, self-esteem and academic achievement were collected.Our current study on exploring the relationship between team sports participation and academic performance in Zagreb, Croatia adopted a desk study research method.

Conclusions
Based on the empirical studies explored, the relationship between team sports participation and academic performance appears to be positive and significant.The findings consistently indicate that students who engage in team sports tend to exhibit better academic performance compared to non-participants.The studies highlight several mechanisms through which team sports participation can positively influence academic outcomes, including enhanced time management skills, self-regulation abilities, self-esteem, physical fitness, and executive functions.Moreover, the studies emphasize the importance of promoting a positive academic self-concept and selfdiscipline through team sports participation, as they are associated with improved academic achievement.

Recommendations
Firstly, educational institutions, including schools and colleges, should encourage and support students' participation in team sports.This can be achieved by providing a range of sports opportunities and ensuring that academic schedules are conducive to both sports and academic commitments.Secondly, educators and coaches should collaborate to foster the development of important skills, such as time management, self-regulation, and self-discipline, which can positively impact academic performance.Integrating these skills into sports programs can be beneficial for students' overall growth and success.Furthermore, policymakers should recognize the value of team sports participation as a means to enhance academic performance.Investments in sports infrastructure, training programs for coaches, and awareness campaigns can help promote the importance of balancing sports and academics.Additionally, parents play a crucial role in supporting their children's participation in team sports and ensuring a healthy balance between sports and academic responsibilities.They can encourage their children to engage in team sports and provide the necessary support and guidance.
Overall, the findings and recommendations from these studies suggest that team sports participation can have a positive influence on academic performance.By understanding and leveraging the relationship between sports and academics, stakeholders can create an environment that fosters holistic development and enhances the overall well-being and success of students.