Sports Club Engagement and the Student-Athletes Performance in Team Sports: Basis for Sports Development Program

INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS ISSN(print): 2643-9840, ISSN(online): 2643-9875 Volume 08 Issue 09 September 2025 DOI: 10.47191/ijmra/v8-i09-06, Impact Factor: 8.266 Page No. 4881-4904 IJMRA, Volume 08 Issue 09 September 2025 www.ijmra.in Page 4881 Sports Club Engagement and the Student-Athletes Performance in Team Sports: Basis for Sports Development Program Chris Jay A. Castañeda Teacher Paliparan III Senior High School ABSTRACT: This study examined the extent of sports club engagement and level of performance of student-athletes in team sports, and explored how these factors relate to demographic characteristics including age, sex, sports affiliation, and years of playing experience. Using a descriptive-correlational research design, data were collected from student-athletes through a structured survey. Findings revealed that the majority of respondents were aged 16–18 years old, predominantly male, mostly affiliated with volleyball, and had 1–2 years of playing experience. The general composite mean for engagement was 3.09, interpreted as Often, with support mechanisms (e.g., coaching and feedback) being the strongest aspect. The general composite mean for performance was 3.12, interpreted as Good, with technical skills and physical conditioning scoring higher than endurance. Further analysis showed that age significantly influenced the duration of engagement and endurance but not other variables. Sex, sports affiliation, and years of playing experience were all significantly related to both engagement and performance. Additionally, frequency, duration, and support mechanisms of engagement showed significant relationships with student-athletes’ performance outcomes. These results highlight the importance of sustained participation and structured support in enhancing athletic performance. The study concludes by recommending strategies to strengthen long-term engagement, develop targeted endurance training, and implement holistic support systems tailored to athletes’ demographic profiles to foster higher performance and retention in school sports programs. KEYWORDS: sports club engagement, student-athletes, sports performance, team sports, sports development program I. INTRODUCTION Sport is a physical activity or game, often competitive and organized, that maintains or improves physical ability and skills. Sport may provide enjoyment to participants and entertainment to spectators. The number of participants in a particular sport can vary from hundreds of people to a single individual. (wiki, 2025). Over the years, there is a continuing debate about the effects of sports club engagement on student-athlete academic achievement. This problem is intensified when schools face funding limits. Sports programs are frequently eliminated from school budgets by decision-makers who believe that they are unimportant to students' academic achievement. Although some studies indicate that students' participation in organized sports is beneficial to academic achievement and is also associated with youth development, including the development of positive behavioral and social skills that cannot be obtained in the classroom, a localized scenario regarding sports involvement and academic performance for a specific school may serve as a reliable basis in decision-making. According to implementing rules and regulations of Republic Act No. 6847, otherwise known as the “Philippine Sports Commission Act” preliminary provisions, pursuant to the authority granted to the Philippine Sports Commission (PSC) under Section 7 (g) of Republic Act No. 6847, otherwise known as the “Philippine Sports Commission Act”, the Philippine Sports Commission hereby adopts and promulgate the following Rules and Regulations for the compliance, information and guidance of all concerned to promote physical education, encourage and sustain the development of sports in the country to foster physical fitness, self-discipline, teamwork and excellence for the development of a healthy and alert citizenry through unified national sports promotion and development program, and that the establishment and creation of a single, unified and integrated national sports policy making body shall further this objective. ARTICLE XIV, Education, Science and Technology, Arts, Culture And Sports, Section 19. (1) The State shall promote physical education and encourage sports programs, league competitions, and amateur sports, including training for international Sports Club Engagement and the Student-Athletes Performance in Team Sports: Basis for Sports Development Program IJMRA, Volume 08 Issue 09 September 2025 www.ijmra.in Page 4882 competitions, to foster self-discipline, teamwork, and excellence for the development of a healthy and alert citizenry. (2) All educational institutions shall undertake regular sports activities throughout the country in cooperation with athletic clubs and other sectors. Also, Republic Act No. 11470, an act creating and establishing the national academy of sports and providing funds therefore be it enacted by the Senate and House of Representatives of the Philippines in Congress assembled “The National Academy of Sports”. Which recognizes its role to protect and promote the right of all citizens to quality education at all levels and to take appropriate steps to make such education accessible to all. The State also recognizes the vital role of the youth in nation-building and shall promote and protect their physical, moral, spiritual, intellectual, and social well-being. Towards this end, the State shall establish a national sports program which shall promote physical education and encourage sports programs, intramurals, league competitions, and amateur sports, including training for international competitions; foster self-discipline, teamwork, and excellence for the development of a healthy and alert citizenry; and develop athletes with a strong sense of patriotism and love of country. It shall institutionalize an educational system within the framework of this national sustainable sports program and provide excellent training to produce world-class athletes. Such system shall ensure that measures are in place for the admission of qualified students from all sectors, including indigenous peoples, persons with disabilities, and other marginalized groups. The researcher, being a passionate sports enthusiast, coach, trainer, and educator for more than a decade, is deeply committed to understanding the dynamics between athletic engagement and academic performance. While most of the studies have revealed the impact of sports to the academic performance, there is limited focused in research on how the Sports Club engagement affects team sports performance in public schools such as Paliparan III SHS. Recognizing the potential of sports not only as a physical activity but also as a means of holistic development, the researcher pursued this study to address that gap as well as to examine the academic performance of senior high school student-athletes in relation to their involvement in sports clubs. The findings of this study are expected to provide significant insights that can guide the creation of a sports development program aimed at enhancing both athletic and academic outcomes. While the primary focus is on Paliparan III SHS, the program is designed to be adaptable and beneficial to other educational institutions that wish to support and empower student-athletes through well-structured sports initiatives. Research Question This study aims to assess the level of engagement of student-athlete in sports club and its relationship to level of performance in team sports. Specifically, it will seek to answer the following: 1.What is the demographic profile of the respondents in terms of: 1.1 age; 1.2 sex; 1.3 sports affiliations; and 1.4 years of playing experience in sports? 2.What is the extent of engagement of student-athletes in sports club in terms of: 2.1 frequency; 2.2 duration; and 2.3 support mechanism? 3.What is the level of performance of student-athletes in team sports as evaluated by the athletes themselves and their coaches in terms of: 3.1 technical skills; 3.2 physical conditioning; 3.3 endurance; and 3.4 recovery? 4. Is there a significant difference on the extent of engagement of student-athletes in sports club when grouped according to profile? 5. Is there a significant difference on the level of performance of student-athletes in team sports as evaluated by the athletes themselves and their coaches? 6. Is there a significant relationship between the level of engagement and level of performance of student-athletes in team sports? 7. Based on the results of the study, what enhanced sports development program may be proposed? Sports Club Engagement and the Student-Athletes Performance in Team Sports: Basis for Sports Development Program IJMRA, Volume 08 Issue 09 September 2025 www.ijmra.in Page 4883 Scope and Limitation of the Study This study focuses on assessing the relationship between the level of engagement of student-athletes in sports club and their performance in such sports among senior high school students of Paliparan III Senior High School. The study covers the academic year 2024–2025 and includes respondents who are officially recognized as student-athletes and are active members of team sports under the school's sports clubs, particularly those affiliated with the Golden Eagles Physical Education and Sports Society (GEPESS). The scope of the study includes the following variables: the demographic profile of the respondents (age, sex, grade level, etc.), their level of engagement in team sports, and their level of performance in their respective sports. Data are collected through a researcher-made survey questionnaire, and results are analyzed using appropriate quantitative methods. However, the study has certain limitations. First, the findings are limited to one public senior high school, and therefore may not be generalizable to other schools with different student populations or athletic programs. Second, the study relies on selfreported data, which may be affected by personal biases or inaccuracies in respondents’ answers. Third, the study measures performance only within the context of team sports, excluding individual sports which may present different dynamics. Lastly, the research focuses on sports performance, not academic performance, although the latter may be indirectly influenced by athletic involvement. Despite these limitations, the study aims to provide meaningful insights that could guide the development of an effective sports development program for student-athletes. Framework For a clearer picture of the variables and design of the present study, the researcher proposes a research paradigm illustrated in Figure 1. Figure 1. Research Paradigm This study will utilize the Input-Process-Output (IPO) Model research paradigm to provide a clear and structured representation of the research flow. The input component includes the essential variables needed to address the research questions. These are: the demographic profile of the respondents, which covers basic personal and academic information such as age, sex, and grade level; the level of engagement of student-athletes in sports club, which refers to the extent of their participation, commitment, and involvement in sports-related activities; and the level of performance of student-athletes in team sports, which pertains to their demonstrated skills, achievements, and overall contribution within the team setting. The process element of the paradigm outlines the systematic procedures used to gather and analyze data. This includes the distribution and administration of a survey questionnaire to selected student-athletes, followed by data collection and analysis, where responses are compiled, organized, and evaluated. To ensure accurate interpretation, statistical treatment of data is conducted using appropriate quantitative methods to determine relationships or patterns among the variables. Finally, the output of the study is the development of a proposed sports development program. This program is designed to address the needs and strengthen the performance and engagement of student-athletes, particularly in team sports. The proposed program will be based on the findings of the study and is intended not only for Paliparan III Senior High School but also for other educational institutions that aim to support the academic and athletic growth of student-athletes. Sports Club Engagement and the Student-Athletes Performance in Team Sports: Basis for Sports Development Program IJMRA, Volume 08 Issue 09 September 2025 www.ijmra.in Page 4884 Research Design This study employed a descriptive-correlational research design. The descriptive design was utilized to gather information regarding the characteristics of the variables under investigation within a specific context (i.e., a given time and place). In this study, it will help identify the demographic profile of the respondents in terms of age, sex, sports affiliations, and years of experience in team sports. Moreover, it will be used to assess the level of engagement of student-athletes in sports clubs, focusing on frequency, duration, and support mechanisms, as well as to determine their level of performance in team sports based on technical skills, physical conditioning, sportsmanship, and discipline. On the other hand, the correlational design was used to determine the relationship between the level of engagement of student-athletes in sports clubs and their level of performance in team sports. Assessment. Respondents of the Study There were 110 student-athletes of Paliparan III Senior High School. The respondents of this study were the student-athletes who are currently involved in team sports such as basketball, volleyball and baseball at Paliparan III Senior High School. Specifically, the study targeted students who are officially registered in various sports clubs or teams within the school, representing a variety of sports disciplines. There are 30 basketball players, 50 volleyball players, 30 baseball players constituting of boys and girls and team A and team B for a total of 108 respondents. The study aimed to gather data from a sample of 110 student-athletes, ensuring diversity in terms of sports affiliation, gender, and academic year level. This number was sufficient to analyze patterns of engagement and performance across different variables and ensure the generalizability of the results within the student-athlete population. The respondents were selected through simple random sampling from the sports clubs roster to maintain fairness and avoid bias in the selection process. Anonymity and confidentiality will be assured throughout the data collection process, and ethical considerations, including obtaining parental consent for minors, was strictly observed. Research Instrument This study utilized of a structured questionnaire as the primary research instrument to gather the necessary data from the respondents. The questionnaire was designed to capture qualitative data relevant to the objectives of the study. It was composed of three major parts and wiere administered to student-athletes involved in various team sports. The first part of the questionnaire focused on the demographic profile of the respondents. This includes questions that aimed to determine their age, sex, sports affiliation, and years of experience in sports. This information is essential in providing a baseline understanding of the background of the student-athletes. The second part of the questionnaire was designed to measure the level of engagement of student-athletes in sports clubs. This included items related to the frequency of participation (how often they attend training or games), the duration of engagement (how long and how many hours they are involved in the sports club), and the support mechanisms available to them (such as support from coaches, family, and school). Responses were measured using a Likert scale format, ranging from 1 (Never) to 5 (Always). The third part assessed the level of performance of student-athletes in team sports. This includes indicators such as technical skills, physical conditioning, sportsmanship, and discipline. Similar to the second part, also, this section utilized a 4 point Likert scale, ranging from 1 (Very Poor) to 4 (Excellent), to evaluate how respondents perceive their own performance and how it aligns with key areas of athletic development. The questionnaire was validated by the three (3) experts in the field of sports science and education to ensure reliability and accuracy. Prior to the actual data gathering, a pilot test will be conducted to check the clarity and relevance of the items. Data Gathering Permit to conduct the research study was secured through letters requesting permission from the principal of Paliparan III Senior High School. Data gathered from the answered questionnaire was checked, classified, tabulated, and analyzed according to the research design described in this chapter and using Statistical Package for Social Sciences (SPSS) version 26. The researcher observde the specific step-by-step procedure to identify the importance, concreteness and effectiveness of the study on the level of engagement of student-athletes in sports club and level of performance in team sports. Once approved, the researcher notified and explained the process of conducting the study to the students and teachers. Administered survey questionnaire, analyzed and interpreted using statistical tools were done. The researcher then presented the findings through tables, and the results was discussed and interpreted. Sports Club Engagement and the Student-Athletes Performance in Team Sports: Basis for Sports Development Program IJMRA, Volume 08 Issue 09 September 2025 www.ijmra.in Page 4885 Statistical Treatment To answer the questions and analyze the data to be gathered, the following statistical tools will be utilized: Frequency Count. In this study, frequency count refers to the number of times a particular response or characteristic (e.g., age group, sex, sports affiliation) appears in the demographic data of the student-athletes. It helped in identifying how often certain responses occur among the respondents. Percentage. Percentage was used to express the proportion of respondents in relation to the total population in this study. For instance, it may show what percentage of respondents belong to a specific age group, are male or female, or are affiliated with a certain sport. Mean. The mean, or average, was used in this study to determine the central tendency of the level of engagement and performance of student-athletes. It provides a general idea of the overall level of each variable (e.g., average frequency of participation or average score in technical skills). T-test. The t-test was used to determine whether there is a statistically significant difference between two groups of respondents (e.g., male and female athletes) in terms of their level of engagement or performance in sports. This test helps identify if group differences are meaningful. Linear Regression Analysis. Linear regression analysis was used to examine the relationship between the level of engagement of student-athletes in sports clubs (independent variable) and their level of performance in team sports (dependent variable). It helps in predicting how changes in engagement may influence performance outcomes. III. RESULTS This chapter discusses the result of the survey through presentation of tables, interpretation and analysis on the study of sports club engagement and the student-athlete’s performance in team sports: basis for enhanced sports development program. On the problem statement no. 1 Demographic profile of the respondents Table 1.1 Demographic Profile in terms of Age According to Table 1.1, the age distribution of the respondents shows that the majority belong to the 16–18 years old group, with a frequency of 70, which represents 63.60% of the total respondents. This finding indicates that most participants are in their late teenage years, typically a developmental stage characterized by heightened social awareness, exploration of identity, and active engagement in school and community activities. Meanwhile, 28.20% of the respondents are aged 18 and above, while a smaller segment, 8.20%, are between 13–15 years old, and none are 13 years old or below. This concentration in the 16–18 age bracket aligns with previous studies, such as those by Steinberg (2020), which emphasize that adolescents in this age group tend to exhibit greater independence, critical thinking skills, and willingness to participate in surveys and research activities compared to younger adolescents. The implication of this age distribution is that the study's results and conclusions are most representative of late adolescents, whose perspectives may differ from younger teens or older youth. This demographic focus should be considered when interpreting the findings, as it suggests that the attitudes and behaviors reflected in the data are primarily shaped by the developmental, social, and educational experiences typical of individuals aged 16–18. Sports Club Engagement and the Student-Athletes Performance in Team Sports: Basis for Sports Development Program IJMRA, Volume 08 Issue 09 September 2025 www.ijmra.in Page 4886 Table 1.2 Demographic Profile in terms of Sex According to Table 1.2, the distribution of respondents by sex reveals that the majority are male, with a frequency of 80, representing 72.70% of the total population. In contrast, only 30 respondents, or 27.30%, are female. This significant disparity highlights a noticeably higher representation of males within the sample. Interpreting these figures suggests that the study’s findings may be more reflective of male perspectives and experiences, potentially shaping the overall trends and themes that emerge from the data. This pattern is supported by recent related literature, such as the study by Cruz et al. (2022), which observed that in school-based surveys and community projects focusing on participation, male respondents often outnumber females due to higher willingness to engage in certain activities or because of institutional or cultural factors influencing participation rates. Similarly, Reyes and Santos (2021) emphasized that in some contexts, gender imbalances among participants could be linked to the nature of the research topic or the method of recruitment used. The implication of this male-dominated sample is that any conclusions drawn from the study may largely capture male viewpoints, potentially limiting the generalizability of the findings to the female population. As such, researchers should acknowledge this imbalance as a limitation and consider strategies in future studies to achieve a more balanced representation to ensure broader inclusivity and richer, more diverse insights. Table 1.3 Demographic Profile in terms of Sports Affiliation According to Table 1.3, the sports affiliation of the respondents shows that the majority participate in volleyball, which accounts for the highest frequency of 50 or 45.50% of the total respondents. Meanwhile, basketball and baseball have equal representation, each with 30 respondents or 27.30%. This distribution suggests that while interest among students is spread across these three sports, volleyball emerges as the most favored among the group. The interpretation of these findings points to volleyball’s prominence as a sport that attracts more student participation compared to basketball and baseball. This could be attributed to factors such as accessibility of facilities, influence of school programs, peer popularity, and perceptions of inclusivity, especially since volleyball often encourages both male and female participation. Supporting this observation, recent studies highlight similar trends. For instance, Dela Cruz and Ramos (2022) found that volleyball has become increasingly popular among Filipino youth, not only because of its low equipment cost but also due to strong media exposure and the success of national leagues like the Premier Volleyball League (PVL). Likewise, the research by Santos (2023) emphasized that volleyball’s appeal lies in its adaptability for mixed-gender teams and its ability to foster teamwork and social connection in school environments. The implication of these findings is that programs, facilities, and extracurricular activities might benefit from placing greater emphasis on volleyball to align with students’ interests and increase engagement in sports. At the same time, balanced support should be maintained for basketball and baseball to cater to the diverse preferences of students, promoting inclusivity and encouraging wider participation across different sports. Sports Club Engagement and the Student-Athletes Performance in Team Sports: Basis for Sports Development Program IJMRA, Volume 08 Issue 09 September 2025 www.ijmra.in Page 4887 Table 1.4 Demographic Profile in terms of Years of Playing Experience in Sports According to Table 1.4, the distribution of respondents by years of playing experience in sports reveals that the largest group consists of those with 1–2 years of experience, totaling 38 respondents or 34.50% of the sample. This indicates that most participants are relatively new to organized sports involvement. Following this, 29.10% of respondents have 3–4 years of experience, and 25.50% have been involved for 5 years or more, suggesting a significant portion with sustained engagement. Notably, only 10.90% have less than 1 year of experience, pointing to limited absolute newcomers. The interpretation of these figures suggests a generally moderate level of sports experience among the respondents, with many having started in recent years but also a meaningful segment who have longer-term involvement. This pattern may reflect the impact of school-based sports programs, community leagues, or increased interest in sports during high school years when students often explore extracurricular activities more actively. Recent related literature supports this observation. For instance, Bautista and Hernandez (2023) reported that participation in organized sports among Filipino youth often begins in early high school, typically around the ages of 14–16, aligning with the finding that most respondents have accumulated 1–4 years of experience. Likewise, the study by Reyes (2022) highlighted that sustained engagement beyond three years is often linked to stronger support systems, access to facilities, and positive peer or family encouragement. The implication of these findings is that while there is promising early engagement in sports among students, there is an opportunity to further strengthen programs aimed at retaining athletes beyond their first few years. By enhancing coaching quality, providing more advanced training opportunities, and promoting inclusive team cultures, schools and communities can help athletes sustain their interest and commitment, ultimately fostering both skill development and long-term participation. On the problem statement no. 2, what is the extent of engagement of student-athletes in sports club in terms of: 2.1 frequency According to Table 2.1, the extent of engagement of student-athletes in sports clubs in terms of frequency is summarized by a general composite mean of 3.08, which is interpreted as Often. Among the indicators, the statement “I participate in competitions or events organized by the sports club” received the highest mean of 3.19, also interpreted as Often. This suggests that student-athletes are particularly active when it comes to formal competitions and organized events. In contrast, the indicator “I take part in informal games or scrimmages with teammates” had the lowest mean of 2.87, though still interpreted as Often, indicating that participation in less formal or recreational activities occurs slightly less frequently. The interpretation of these results highlights that while student-athletes show consistent involvement in structured, competitive activities, there is relatively less engagement in informal or unstructured play. This may be due to time constraints, focus on formal training and competitions, or limited availability of facilities for casual play. Recent related literature supports this pattern. For instance, Dela Cruz and Santos (2023) found that high school studentathletes in urban areas of the Philippines tend to prioritize scheduled competitions and training over informal play, driven by school expectations and the emphasis on performance. Similarly, Bautista (2022) observed that organized events are often seen Sports Club Engagement and the Student-Athletes Performance in Team Sports: Basis for Sports Development Program IJMRA, Volume 08 Issue 09 September 2025 www.ijmra.in Page 4888 as opportunities for recognition and scholarships, motivating higher participation, whereas informal games are sometimes deprioritized. The implication of these findings is that sports clubs and schools might consider encouraging a balance between formal competition and informal play. Informal games not only enhance skills in a less pressured environment but also promote camaraderie, creativity, and intrinsic motivation. Strengthening opportunities for both structured and unstructured engagement could therefore support holistic development and sustained interest in sports among student-athletes. Additionally, these results suggest that while student-athletes value competitive experiences that bring recognition and achievement, there remains untapped potential in less formal activities that nurture social bonds and enjoyment. By providing more open gym hours, friendly scrimmages, and mixed-level games, sports programs can foster a culture where participation is driven not only by external rewards but also by genuine love for the sport. This approach may also help reduce burnout, improve mental well-being, and encourage students who might feel intimidated by formal competition to stay engaged and active. Ultimately, promoting both competitive and recreational opportunities can help ensure that sports remain an inclusive and sustainable part of student life. 2.2 duration; and According to Table 2.2, the extent of engagement of student-athletes in sports clubs in terms of duration is reflected in a general composite mean of 2.99, interpreted as Often. Among the specific indicators, the statement “I have been active in the sports club for more than a year” recorded the highest mean of 3.11, also interpreted as Often, suggesting sustained active involvement beyond a single year. In contrast, the indicator “I have been a member of my sports club for more than one academic year” received the lowest mean of 2.92, though still interpreted as Often, indicating that while membership is generally maintained, there may be slightly less continuity compared to active participation. The interpretation of these results points to a moderate yet consistent pattern of long-term engagement among studentathletes, where active participation slightly outpaces mere membership. This implies that students are not only joining clubs but are also meaningfully participating over time, though retention across multiple academic years could still be strengthened. The implication of these findings is that sports clubs and schools could benefit from designing programs that go beyond recruitment to focus on retention. Strategies might include creating progressive training plans, mentorship opportunities for newer members, and special recognition for multi-year participation. By strengthening pathways that keep student-athletes engaged over longer periods, institutions can help build deeper skills, foster leadership, and support the holistic development of students both on and off the field. 2.3 support mechanism According to Table 2.3, the extent of engagement of student-athletes in sports clubs in terms of support mechanism is reflected in a general composite mean of 3.20, which is interpreted as Often. Among the indicators, the statement “My coach Sports Club Engagement and the Student-Athletes Performance in Team Sports: Basis for Sports Development Program IJMRA, Volume 08 Issue 09 September 2025 www.ijmra.in Page 4889 provides feedback and motivation regularly” obtained the highest mean of 3.26, interpreted as Always, suggesting that consistent coaching guidance plays a central role in student-athletes’ engagement. Conversely, the indicator “I receive adequate support from coaches and trainers” recorded the lowest mean of 3.11, though still interpreted as Often, indicating generally positive yet slightly less consistent perceptions of broader support beyond direct feedback. The interpretation of these results suggests that while student-athletes generally feel supported, the most impactful aspect comes from regular, personalized feedback and motivation provided by coaches. This finding underscores the importance of direct and ongoing communication between coaches and athletes in maintaining high levels of engagement and commitment. Recent related literature supports this perspective. For instance, Santos and Ramirez (2023) found that frequent and constructive feedback significantly enhances athletes’ motivation, confidence, and performance. Likewise, a study by Cruz et al. (2022) highlighted that while institutional resources and general coaching support matter, it is the individualized encouragement and feedback that most strongly influence athletes’ sustained participation and satisfaction. The implication of these findings is that sports clubs and schools should continue prioritizing coach-led feedback and motivation while also strengthening broader support systems, including assistant trainers, physical conditioning resources, and mental health support. By building a more holistic support environment, institutions can foster not only athletic skill development but also the overall well-being and resilience of student-athletes, encouraging them to stay actively engaged throughout their school years. On the problem statement no. 3, what is the level of performance of student-athletes in team sports. 3.1 technical skills According to Table 3.1, the level of performance of student-athletes in team sports in terms of technical skills is reflected by a general composite mean of 3.16, interpreted as Good. Among the indicators, “I perform my role effectively in team gameplay” recorded the highest mean of 3.25, interpreted as Very Good, suggesting that student-athletes perceive themselves as capable and effective contributors within the team context. On the other hand, the indicator “I consistently execute correct techniques during games” obtained the lowest mean of 3.03, still interpreted as Good, indicating that while athletes generally recognize their technical proficiency, there is room for improvement in consistent execution under game conditions. The interpretation of these results suggests that student-athletes demonstrate confidence in fulfilling their roles during actual gameplay, which may be influenced by understanding team dynamics, communication, and strategy. However, the slightly lower score in consistently applying correct techniques points to potential challenges in maintaining precision and form under pressure, fatigue, or competitive stress. Recent related literature supports these observations. For instance, the study by Reyes and Santos (2023) found that high school athletes often rate themselves higher in situational or tactical performance than in strictly technical consistency, reflecting the complex nature of game environments. Similarly, Cruz et al. (2022) emphasized that while team sports naturally develop strategic awareness and adaptability, maintaining technical accuracy often requires targeted, repetitive skill drills and focused coaching. The implication of these findings is that sports programs could benefit from balancing tactical training with technical refinement. Coaches might consider integrating more skill-specific drills into regular practice sessions, using video analysis, and providing individualized feedback to help athletes translate learned techniques into consistent in-game execution. By strengthening technical consistency alongside tactical understanding, student-athletes can further elevate their overall performance and confidence in competitive settings. Sports Club Engagement and the Student-Athletes Performance in Team Sports: Basis for Sports Development Program IJMRA, Volume 08 Issue 09 September 2025 www.ijmra.in Page 4896 hypothesis. This indicates that there is a significant difference in the performance levels of student-athletes depending on the specific sport with which they are affiliated. The interpretation of this finding suggests that the type of sport a student-athlete participates in has a measurable impact on their performance outcomes. Differences in the physical demands, technical requirements, training intensity, and available resources across sports such as volleyball, basketball, and baseball may contribute to variations in how athletes develop skills, conditioning, endurance, and recovery strategies. Recent related literature supports these observations. Bautista and Reyes (2023) found that athletes in sports with greater institutional support, regular competitive exposure, and structured training programs—like volleyball and basketball— often report higher performance levels. In contrast, Cruz et al. (2022) noted that student-athletes in less popular or less supported sports may face challenges such as fewer competitions, limited coaching staff, and less access to specialized facilities, which can influence their overall performance. Recent related literature supports this pattern. For instance, Dela Cruz and Santos (2023) found that high school studentathletes in urban areas of the Philippines tend to prioritize scheduled competitions and training over informal play, driven by school expectations and the emphasis on performance. Similarly, Bautista (2022) observed that organized events are often seen as opportunities for recognition and scholarships, motivating higher participation, whereas informal games are sometimes deprioritized. It implies that schools and sports program organizers should aim to balance resources and support across all sports affiliations. This could include ensuring equal access to skilled coaches, regular training sessions, and competitive opportunities, regardless of a sport’s popularity. By fostering equitable conditions, schools can help all student-athletes—regardless of their chosen sport—perform to their fullest potential and develop holistically both as athletes and as students. The table presents the relationship between years of playing experience in sports and the level of performance of student-athletes in team sports. The computed probability values were all lower than the established significance level of 0.05, leading to the rejection of the null hypothesis. This result indicates that there is a significant difference in performance levels among student-athletes based on their length of playing experience. The interpretation of this finding suggests that the amount of time athletes have spent participating in sports meaningfully affects their performance outcomes. Student-athletes with more years of experience are likely to have developed stronger technical skills, better physical conditioning, greater endurance, and more effective recovery strategies compared to those who are relatively new to competitive sports. This could be due to accumulated practice, exposure to higher-level competition, and deeper understanding of game dynamics gained over time. Recent related literature supports these observations. Bautista and Santos (2023) found that extended experience in sports contributes to skill mastery, tactical awareness, and mental resilience, which together enhance overall performance. Similarly, Cruz et al. (2022) highlighted that athletes with longer participation histories often show greater consistency in performance, partly due to their ability to adapt to different competitive situations and manage fatigue more effectively. The implication of these findings is that sports programs should actively invest in retention strategies to encourage athletes to remain engaged in their chosen sports over multiple years. This might include providing clear development pathways, recognizing milestones in athletes’ participation, and offering progressive training programs tailored to different experience levels. By fostering long-term involvement, schools can help student-athletes reach higher levels of performance and personal growth, ultimately strengthening the school’s sports culture and competitive standing. Beyond encouraging long-term participation, these findings suggest that sports programs should also design experiencebased, tiered training structures that address the specific needs of athletes at different stages of their development. For example, newer athletes might benefit from foundational skill workshops, mentorship from senior teammates, and gradual exposure to Sports Club Engagement and the Student-Athletes Performance in Team Sports: Basis for Sports Development Program IJMRA, Volume 08 Issue 09 September 2025 www.ijmra.in Page 4897 competitive environments to build confidence and competence. Meanwhile, more experienced athletes could be offered advanced tactical training, leadership roles within teams, and opportunities to compete at higher levels to further refine their skills and sustain motivation. Furthermore, recognizing and celebrating athletes’ cumulative years of experience—through awards, acknowledgment ceremonies, or leadership opportunities—can strengthen commitment and identity as student-athletes. By aligning training content, coaching strategies, and recognition programs with athletes’ varying levels of experience, schools and sports clubs can create an inclusive and motivating environment that supports sustained participation and peak performance across all levels. 6. Is there a significant relationship between the level of engagement and level of performance of student-athletes in team sports? The table presents the relationship between the frequency of engagement in sports clubs and the level of performance of student-athletes in team sports. The computed probability values were all lower than the established significance level of 0.05, which led to the rejection of the null hypothesis. This result indicates that there is a significant relationship between how often student-athletes participate in sports club activities and their performance outcomes. The interpretation of this finding suggests that student-athletes who engage more frequently in practices, competitions, and related activities tend to achieve higher performance levels. Regular participation likely provides more opportunities to refine technical skills, enhance physical conditioning, build endurance, and develop effective recovery habits. It may also contribute to better team cohesion and game awareness, which are critical in team sports. Recent related literature supports these observations. Bautista and Reyes (2023) noted that consistent participation in training and competitions is strongly associated with improvements in both individual and team performance, as repetition and feedback accelerate skill acquisition. Similarly, Cruz et al. (2022) emphasized that athletes who attend training sessions regularly are better prepared for competitive scenarios, as they develop not only physical readiness but also tactical understanding and mental resilience. The implication of these findings is that sports programs and coaches should actively promote consistent attendance and participation among student-athletes. This could be achieved through structured schedules, motivational strategies such as goal-setting and recognition, and fostering a team culture that values commitment and accountability. By emphasizing the importance of frequency in engagement, sports clubs can help student-athletes maximize their potential, strengthen team performance, and cultivate habits that benefit them both on and off the field. The table presents the relationship between the duration of engagement of student-athletes in sports clubs and their level of performance in team sports. The computed probability values were all found to be lower than the set significance level of 0.05, leading to the rejection of the null hypothesis. This indicates that there is a significant relationship between how long student-athletes have been actively involved in sports clubs and their performance outcomes. The interpretation of this finding suggests that athletes who have sustained participation in sports clubs over longer periods tend to exhibit higher levels of performance. Prolonged involvement allows athletes to build deeper technical expertise, develop advanced conditioning and endurance, and better internalize strategies for recovery and mental focus. This sustained Sports Club Engagement and the Student-Athletes Performance in Team Sports: Basis for Sports Development Program IJMRA, Volume 08 Issue 09 September 2025 www.ijmra.in Page 4898 engagement also supports gradual improvement and adaptation, which are especially important in the dynamic context of team sports. Recent related literature aligns with these observations. Bautista and Santos (2023) highlighted that long-term engagement contributes significantly to skill mastery, tactical awareness, and psychological resilience—factors that enhance competitive performance. Similarly, Cruz et al. (2022) found that athletes with multiple years of club membership often display greater consistency and confidence during matches, having benefited from cumulative training and repeated competitive exposure. The implication of these findings is that sports programs should prioritize athlete retention and long-term participation as a strategic goal. This might include creating clear athlete development pathways, recognizing milestones of participation, and offering opportunities that keep experienced athletes engaged—such as leadership roles, advanced training, or mentorship responsibilities. By encouraging student-athletes to remain active over several years, sports clubs can not only boost individual performance but also build a stronger, more experienced, and cohesive team. Beyond retaining athletes, these findings also suggest that sports programs should design progressive and differentiated training frameworks that match athletes’ varying durations of engagement. For newer athletes, this might include introductory workshops, basic skill clinics, and gradual exposure to competitive environments to build foundational skills and confidence. For athletes with longer club tenure, programs could incorporate advanced tactical sessions, specialized conditioning plans, and opportunities to mentor less experienced teammates The table presents the relationship between the support mechanism available to student-athletes—such as coaching guidance, feedback, and encouragement—and their level of performance in team sports. The computed probability values were all lower than the set significance level of 0.05, which led to the rejection of the null hypothesis. This result indicates that there is a significant relationship between the level of support student-athletes receive and their actual performance outcomes. The interpretation of these findings suggests that student-athletes who benefit from consistent and effective support— particularly from coaches and trainers—are likely to perform better in areas such as technical execution, physical conditioning, endurance, and recovery. Support mechanisms can enhance confidence, provide constructive feedback, help athletes manage challenges, and create an environment that fosters discipline and motivation. Recent related literature supports these insights. Bautista and Reyes (2023) emphasized that the quality of coaching, frequency of feedback, and emotional support have a direct positive impact on athletes’ technical skills and overall performance. Similarly, Cruz et al. (2022) found that student-athletes who perceive higher levels of support report greater confidence, resilience, and readiness during competitions—factors strongly linked to improved performance in team sports. The implication of these findings is that sports clubs and schools should invest in strengthening support systems for student-athletes. This could include regular, individualized coaching feedback; mentorship programs pairing experienced athletes with newer members; and workshops focused on mental conditioning and recovery. By prioritizing a strong and holistic support network, sports programs can help athletes develop both the competence and confidence needed to excel competitively and grow as individuals. Beyond reinforcing existing coaching and training structures, these findings imply that schools and sports clubs should develop comprehensive, athlete-centered support programs that address both physical and psychosocial needs. For example, including sports psychologists, peer mentoring groups, nutrition education, and workshops on balancing academics with athletics can further strengthen the support network. Sports Club Engagement and the Student-Athletes Performance in Team Sports: Basis for Sports Development Program IJMRA, Volume 08 Issue 09 September 2025 www.ijmra.in Page 4899 7. Summary of the Composite Mean Table 7 presents the extent of engagement of student-athletes in sports clubs, assessed across three key indicators: frequency, duration, and support mechanism. The computed general composite mean is 3.09, which is interpreted as “Often.” Among the indicators, Support Mechanism achieved the highest mean of 3.20 (interpreted as Often), suggesting that studentathletes frequently receive guidance, feedback, and encouragement from coaches and peers. Conversely, the Duration indicator recorded the lowest mean of 2.99 (also interpreted as Often), indicating that while athletes participate regularly, many may still have relatively shorter periods of membership or sustained involvement in the sports club. These findings echo observations by Bautista and Reyes (2023), who noted that strong and consistent support from coaches and sports programs tends to sustain athletes’ engagement. Cruz et al. (2022) similarly found that while student-athletes often attend training and activities, challenges such as academic demands or resource constraints can limit the duration of longterm involvement, especially among newer members. The implication of these results is that schools and sports administrators should focus on not only maintaining regular participation through training and competitions but also on encouraging longer-term membership and sustained commitment among student-athletes. Strategies could include structured athlete development pathways, milestone recognition programs, and mentorship opportunities led by more experienced athletes. Moreover, the strong role of support mechanisms highlights the value of investing in well-trained coaches, regular feedback systems, and inclusive team cultures that foster belonging and motivation. By addressing both the quality (support) and continuity (duration) of engagement, sports programs can enhance athletes’ overall experience, performance, and long-term retention. Moreover, integrating family involvement, academic support, and mental wellness initiatives could address external factors that sometimes shorten athletes’ participation. By making sports participation more adaptable to the evolving needs of student-athletes, schools and sports clubs can foster not only higher immediate engagement but also long-term loyalty and personal growth—ultimately enriching the culture of the sports program and building stronger, more resilient teams. 8. Summary of the Composite Mean Table 7 presents the level of performance of student-athletes in team sports, assessed across four key indicators: technical skills, physical conditioning, endurance, and recovery. The general composite mean is 3.12, which is interpreted as “Good.” Among the indicators, Technical Skills and Physical Conditioning achieved the highest mean of 3.16, reflecting a generally solid level of skill execution and physical readiness among student-athletes. In contrast, Endurance recorded the lowest mean of 3.02, though still interpreted as Good, suggesting that sustaining energy and focus over prolonged activity remains a relative area of challenge for many athletes. These results align with findings by Bautista and Santos (2023), who reported that structured training programs often help athletes achieve and maintain good technical proficiency and conditioning. Sports Club Engagement and the Student-Athletes Performance in Team Sports: Basis for Sports Development Program IJMRA, Volume 08 Issue 09 September 2025 www.ijmra.in Page 4900 Meanwhile, Cruz et al. (2022) highlighted that endurance development can lag behind technical skills, as it depends not only on physical training but also on mental resilience and recovery habits—areas that younger or less experienced athletes may still be developing. The implication of these findings is that sports programs should continue to reinforce technical and conditioning work, which appear to be well integrated into training. At the same time, targeted interventions to improve endurance could include age-appropriate conditioning plans, gradual increases in training intensity, and complementary strategies such as nutrition guidance, mindfulness training, and recovery education. By addressing endurance as a performance area that requires both physical and psychological development, coaches and schools can help athletes perform consistently during longer matches or tournaments, leading to better individual and team outcomes. SPORTS DEVELOPMENT PROGRAM Sports Development Program: Basketball Rationale Basketball athletes showed good technical skills and conditioning but may benefit from targeted endurance work and sustained engagement strategies given the sport’s fast-paced nature and high turnover demands. Objectives: * Improve game-specific endurance and tactical decision-making. * Foster leadership and teamwork in high-pressure settings. * Support long-term participation despite academic workload. Sports Club Engagement and the Student-Athletes Performance in Team Sports: Basis for Sports Development Program IJMRA, Volume 08 Issue 09 September 2025 www.ijmra.in Page 4901 Sports Club Engagement and the Student-Athletes Performance in Team Sports: Basis for Sports Development Program IJMRA, Volume 08 Issue 09 September 2025 www.ijmra.in Page 4902 The study assessed the extent of engagement and level of performance of student-athletes in team sports, while also examining how these variables relate to demographic factors such as age, sex, sports affiliation, and years of playing experience. Findings revealed that the majority of respondents were aged 16–18 years old (63.60%), indicating a predominantly late teenage sample. Most participants were male (72.70%), and the largest proportion were affiliated with volleyball (45.50%), followed by basketball and baseball with equal representation. In terms of playing experience, many student-athletes had only 1–2 years of involvement (34.50%), suggesting that they were still in the early stages of athletic development. Regarding the extent of engagement in sports clubs, the overall composite mean was 3.09, interpreted as Often, which indicates that student-athletes regularly participated in club activities. Among the engagement indicators, Support Mechanism obtained the highest mean of 3.20, reflecting the importance of coaching feedback and encouragement, while Duration registered the lowest mean of 2.99, showing that although participation was frequent, involvement was not sustained over long periods. For the level of performance in team sports, the composite mean was 3.12, interpreted as Good. Technical Skills and Physical Conditioning achieved the highest mean of 3.16, highlighting students’ stronger performance in skill execution and physical preparedness, while Endurance had the lowest mean at 3.02, suggesting a key area of challenge. Furthermore, the analysis of relationships between the demographic profile and engagement/performance revealed that age significantly influenced duration of engagement and endurance but showed no significant impact on other areas. On the other hand, sex, sports affiliation, and years of playing experience were all significantly related to both the level of engagement and performance, emphasizing their role in shaping athletic outcomes. Finally, the engagement indicators—frequency, duration, and support mechanism—were each found to have significant relationships with student-athletes’ overall performance, underlining the importance of consistent participation and structured support in achieving higher performance levels. Based on the findings, the following conclusions were drawn: Student-athletes are generally engaged often in their sports clubs, supported by coaches and trainers, though many still have relatively short periods of membership. Their overall performance level is good, with stronger scores in technical skills and conditioning but slightly lower in endurance. Demographic factors such as sex, sports affiliation, and years of playing experience significantly influence both engagement and performance, highlighting the importance of tailored support based on athletes’ profiles. The extent of engagement, especially in terms of frequency, duration, and support mechanism, plays a crucial role in enhancing performance. Based on the conclusions, the following recommendations are proposed: Enhance Endurance Training by developing structured and age-appropriate conditioning programs that gradually build stamina, and integrate mental skills training and recovery strategies to support sustained performance. Strengthen Long-term Engagement through the creation of athlete development pathways that encourage multi-year participation, and introduce recognition programs for athletes’ commitment and years of service. Improve Support Mechanisms by continuing regular, individualized feedback and mentorship from coaches and senior athletes, while also expanding support services to include mental health resources, nutrition education, and academic assistance. 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