INFLUENCE OF MOTIVATION ON SPORTS PERFORMANCE AMONG SECONDARY SCHOOLS STUDENTS IN UGHELLI SOUTH LOCAL GOVERNMENT AREA OF DELTA STATE

TOPIC: INFLUENCE OF MOTIVATION ON SPORTS PERFORMANCE AMONG SECONDARY SCHOOLS STUDENTS IN UGHELLI SOUTH LOCAL GOVERNMENT AREA OF DELTA STATE

TOPIC IS SUITABLE FOR:
1. Department of Physical and Health Education
2. Department of Educational Psychology
3. Department of Human Kinetics
This research material contains:
1-Chapter One to Five
2-Recent References/citations
3-Tables/Charts/Graphs in Chapter Four
4-Accurate Data Analysis
5-Table of Contents
6-Questionnare

ABSTRACT
This study was carried out to assess the effect of leadership style on employee engagement using Abuja Electricity Distribution Company (AEDC), Utako, Abuja as a case study. The study was specifically carried out to examine the effect of authoritarian leadership style on employee engagement, examine the effect of transformational leadership style on employee engagement, examine the effect of transactional leadership style on employee engagement, and examine the effect of laissez-faire leadership style on employee engagement. The study employed the descriptive survey research design. The study population comprised 215 staff of Abuja Electricity Distribution Company, Utako, Abuja, while a total of 140 respondents were selected as sample size using the Taro Yamane formula. Out of the 140 questionnaires distributed, 131 were returned and 123 were validated for analysis. The questionnaire was used for data collection, while the data collected were analyzed using frequency tables, mean scores, and simple linear regression analysis with the aid of SPSS version 25. From the responses obtained and analyzed, the findings revealed that authoritarian leadership style has a significant effect on employee engagement at β = 0.412, R² = 0.170, P = .000. The study also showed that transformational leadership style has a significant positive effect on employee engagement at β = 0.734, R² = 0.539, P = .000. Likewise, transactional leadership style was found to have a significant positive influence on employee engagement at β = 0.621, R² = 0.385, P = .000, while laissez-faire leadership style also showed a significant effect on employee engagement at β = 0.483, R² = 0.233, P = .000. The study concluded that authoritarian, transformational, transactional, and laissez-faire leadership styles each had a significant effect on employee engagement, though at varying degrees. Transformational leadership emerged as the most influential style, demonstrating a strong positive relationship with employees engagement. The study therefore recommends that leaders in AEDC should adopt more transformational leadership practices that inspire and motivate employees, minimize excessive authoritarian tendencies, strengthen reward systems under transactional leadership, and ensure that employee freedom under laissez-faire leadership is balanced with adequate guidance and direction.
Keywords: Motivation, Sports Performance, Intrinsic Motivation, Extrinsic Motivation, Coaches' Motivation, Parental and Peer Motivation.

CHAPTER ONE
INTRODUCTION (Preview)
1.1 Background to the Study
Education is not only cognitive dimension but also physical, emotional, social and moral development which can enable development of all round individuals who can contribute to national development effectively. Thus, the school system is a dynamic environment in which students are given the opportunity to experience a variety of learning activities, both in and outside the classroom, as well as co-curricular. Bolarinwa (2021) considered education as a process where the three components of the intellectual, physical and affective aspects are combined in the learning of the holistic education of the learner. Likewise, Oludipe and Oludipe (2021) posited that schools were set up to provide not only academics but also positive attitudes, interpersonal skills and healthy lifestyles to students. Similarly, Yahya et al. (2022) had stated that the educational institutions were supposed to build students with intellectual, social and physical abilities and skills for productive living. This general approach to education highlights the value of planned school initiatives aimed at nurturing students' holistic growth, including their involvement in physical and sports development activities (Barau et al., 2025).
In this wide context of education, sport stands out as an irreplaceable part of school education, as it supplements academic studies, and is a means for physical fitness, psychological well-being, socializing and character building. Sport performance is the extent to which a person can successfully execute physically, technically, tactically and competitively in a sport. Usman et al., (2022) defined sports performance as the ability to perform the physical skills and activities of sport competently and with preparation, and to be physically fit and ready for competition. In addition, anierobi et al., 2023, further explained that sports performance involved the integration of physical fitness, technical skills, tactical awareness, and mental readiness in the context of sports. Similarly, Kolawole and Olubunmi (2023) noted that engagement with school sports offered pupils a chance to develop their resilience, discipline, co-operation and self-confidence, as well as improve their physical skills. Moreover, Abiodun et al. (2025) noted the strong influence sports programmes had in secondary schools in achieving the educational goals as it boosted students' leadership traits, interpersonal skills, and dedication to excellence, thereby affirming the holistic approach to education.
Psychological factors play a significant role in shaping student participation and performance in sport and amongst these factors, sport motivation has come to the fore. One of the most frequently used definitions of motivation is "the internal and external forces that stimulate, energize, direct, and sustain an individual's behaviour in relation to the attainment of predetermined goals. Motivation can be defined as the psychological processes which underlie another's readiness to take action with a purpose and to continue doing so in the face of obstacles as proposed by Okigbo and Onoshakpokaiye (2023). Likewise, Godwyns-Agbude (2026) defined motivation as a dynamic process that sustained people's commitment, enthusiasm and persistence in the goal-directed activities. Haruna et al. (2025) also argued that the motivation in sports could come from intrinsic sources such as enjoyment, fulfillment, and personal achievement, as well as from extrinsic sources such as rewards and approval, encouragement, and recognition. Moreover, Barau et al. (2025) found that motivated students were consistently found to show their dedication to training, follow coaches' instructions and continue participating in sport. As a result, motivation has remained the focus of research in education and sports psychology, due to its ability to impact students' attitudes, commitment, and behaviours in the sporting arena.
Motivation and sports performance has grown in relevance in secondary schools where sport is an integral part of students' learning and personal development. An increased level of skill and improved sporting outcomes are promoted through sustained motivation which allows students to put in more effort in training, and build resilience and persistence in a competitive environment. Schools were expected to create conducive environments that foster students' interest and commitment to sport with the use of appropriate motivational strategies in accordance with Anierobi et al., (2023). Usman et al. (2022) also found that students with high level of motivation demonstrated more consistent participation, skill acquisition and competitive engagement. Similarly, Oludipe and Oludipe (2021) found that school sports programmes offered good opportunities for pupils to discovery and hone their sporting abilities in a structured educational environment. The secondary schools in Delta State are still holding inter-house sports competitions, athletics festivals, inter-school tournaments and competitions that enable them to promote sporting excellence and all round development of the students. In this educational setting, Secondary schools in Ughelli South Local Government Area will be the appropriate setting for the study to be conducted on the effect of motivation on sports performance of students and thus, the current study is set in this geographical and educational setting.

1.2 Statement of  the Problem    
Sports participation is an irreplaceable part of the secondary school curriculum as it plays an important role in the physical and psychological maturity, social adaptation, and building good values of students, including discipline, perseverance, and teamwork. Accordingly, all the education authorities and school leaders are expected to establish an environment which can inspire the learners to be active and do their best in sport. Oludipe and Oludipe (2021) state that an effective school sports programme would improve the overall educational experiences for students as it would foster balance in their development, rather than just academic achievement. In the same way, Usman et al. (2022) stated that if positive educational and psychological environment exists, then sustained engagement and enhanced sports performance is facilitated. These expectations highlight the need to recognize what factors affect students' success in sport, including motivational factors which can affect the level of commitment, persistence and competitive success in secondary school.
Secondary school students are expected to exhibit high levels of enthusiasm, sustained commitment, regular participation and commendable performance in sporting activities as evidence of the adequate motives given by schools, teachers, coaches, parents and peers. But, within many secondary schools observed there are inconsistencies in students' participation, training commitment, competitive consistency and general sports performance, which suggests that there may be significant variations in the amount of motivation that students have. Motivation was still identified as a significant factor that influences people's readiness to work hard and keep on trying to meet the standards of performance as revealed by Okigbo and Onoshakpokaiye (2023). Similarly, Haruna et al. (2025) found that low levels of motivational support may lead to a decrease in students' commitment and enthusiasm for engaging in sports. In this case, the achievement of learning goals linked to school sport could become hampered and thus the potential for holistic physical and personal development could be reduced.
While some studies have explored the relationship between motivation and sports participation in various educational settings, there is a lack of empirical evidence to specifically explain how motivation contributes to sports performance of the secondary school students in Uganda of the Uganda helli South Local Government Area of Delta State. Limited attention has been paid to this locality's unique nature in previous studies, which have tended to focus on issues at a more general educational level, resulting in a lack of context knowledge. Anierobi et al., (2023) reported that the motivational contexts in educational settings vary, and local educational research is necessary for making appropriate educational interventions. Likewise, Barau et al. (2025) pointed out the need for context-specific evidence to develop proper strategies that can enhance students' participation and performance. Hence, this study aims at filling the empirical gap and investigate the effect of motivation on sports performance of secondary school students in Ughelli South Local Government Area of Delta State so that recommendations can be made based on the findings of the study to improve sport performance of secondary school students.
1.3 Objectives of the Study
The study's main goal is to examine the influence of motivation on sports performance among secondary schools students in Ughelli South Local Government Area of Delta State. The study specifically attempted to: 
1.Examine the influence of intrinsic motivation on sports performance among secondary school students in Ughelli South Local Government Area.
2.Assess the effect of extrinsic motivation on sports performance among secondary school students in Ughelli South Local Government Area.
3.Determine the influence of coaches' motivation on sports performance among secondary school students in Ughelli South Local Government Area.
4.Examine the effect of parental and peer motivation on sports performance among secondary school students in Ughelli South Local Government Area.
Other parts of chapter one include:
1.4 Research Questions: 
1.5 Hypotheses
1.6 Significance of the Study
1.7 Scope of the Study
1.8 Operational Definition of Terms

CHAPTER TWO
REVIEW OF LITERATURE (Preview)
This chapter critically examines relevant literature that would assist in explaining the research problem and, furthermore, recognizes the efforts of scholars who had previously contributed immensely to similar research. The chapter intends to deepen the understanding of the study and close the perceived gaps. This chapter, therefore, focuses on the concept of motivation, types of motivation, factors influencing motivation among secondary school students, the concept of sports performance, the relationship between motivation and sports performance, and factors affecting sports performance etc. The chapter is sub-grouped into the following major headings:
2.1 Conceptual Framework
2.2 Theoretical Framework
2.3 Empirical Review
2.4 Summary of Literature Review

CHAPTER THREE
RESEARCH METHODOLOGY (Preview)
Presented below is a snapshot of key areas of the study methodology, the full and detail chapter three methodology is contained in the instant download document.

Research Design: The study adopted a descriptive survey research design.
Population of the Study: The population of the study comprised all secondary school students in public and private secondary schools in Ughelli South Local Government Area of Delta State.
Sample Size Determination: The study adopted the Taro Yamane formula to determine a sample size of 396 participants.
Sampling Technique: The study employed stratified and purposive sampling techniques to select the individual respondents.
Research Instrument: The study utilized a structured questionnaire titled “Influence of Motivation on Sports Performance Questionnaire (IMSPQ)” as the instrument for data collection.
Methods of Data Analysis: The collected data were analyzed using frequencies, percentages, means, and standard deviations to summarize and present the demographic characteristics of the respondents and their responses. Inferential statistics, particularly Multiple Regression Analysis, was used to test the hypotheses.
Full outline for chapter three;
3.0 Introduction
3.1 Research Design
3.2 Population of the Study
3.3 Sample Size
3.4 Sampling Technique
3.5 Instrument for Data Collection
3.6 Validity of Instrument
3.7 Reliability of Instrument
3.8 Method of Data Collection
3.9 Method of Data Analysis
3.10 Ethical Consideration

CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
MAJOR FINDINGS (Preview)
The analysis results were presented in tables and charts. Based on the results obtained from the analysis, the following major findings were made:

i. The study found that intrinsic motivation positively influences sports performance among secondary school students in Ughelli South Local Government Area of Delta State, as evidenced by a grand mean of 3.65, which is above the acceptance benchmark of 3.00. The corresponding hypothesis test further showed a regression coefficient (B) of 0.356, t-value of 7.265, and p-value of 0.000 (p < 0.05), leading to the rejection of the null hypothesis.

ii. The study found that extrinsic motivation positively influences sports performance among secondary school students in Ughelli South Local Government Area of Delta State, as evidenced by a grand mean of 3.67, which is above the acceptance benchmark of 3.00. The corresponding hypothesis test further showed a regression coefficient (B) of 0.214, t-value of 4.196, and p-value of 0.000 (p < 0.05), leading to the rejection of the null hypothesis.

iii. The study found that coaches' motivation positively influences sports performance among secondary school students in Ughelli South Local Government Area of Delta State, as evidenced by a grand mean of 3.69, which is above the acceptance benchmark of 3.00. The corresponding hypothesis test further showed a regression coefficient (B) of 0.291, t-value of 6.191, and p-value of 0.000 (p < 0.05), leading to the rejection of the null hypothesis.

iv. The study found that parental and peer motivation positively influences sports performance among secondary school students in Ughelli South Local Government Area of Delta State, as evidenced by a grand mean of 3.69, which is above the acceptance benchmark of 3.00. The corresponding hypothesis test further showed a regression coefficient (B) of 0.248, t-value of 4.769, and p-value of 0.000 (p < 0.05), leading to the rejection of the null hypothesis.

CHAPTER FIVE: SUMMARY, CONCLUSION, AND RECOMMENDATIONS
This chapter covers the following outline:
5.1 Introduction
5.2 Summary of the Study
5.3 Conclusion
5.4 Recommendations
5.5 Limitations of the Study
5.6 Suggestions for Further Studies
Reference
Appendix

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