Health and Physical Education UNIVERSITY OF NIGERIA · sport administrators in secondary schools in enugu state, nigeria a project report presented in the department of helath and

OGBU ROBERT OKECHUKWU

PG/M.ED/03/34205

STRATEGIES FOR MANAGEMENT OF INTERSCHOLASTIC

SPORTS PROGRAMME AMONG SPORT ADMINISTRATORS IN

SECONDARY SCHOOLS IN ENUGU STATE, NIGERIA

Health and Physical Education

A PROJECT REPORT PRESENTED IN THE DEPARTMENT OF

HELATH AND PHYSICAL EDUCATION, UNIVERSITY OF NIGERIA,

Webmaster Digitally Signed by Webmaster‟s Name

DN : CN = Webmaster‟s name O= University of Nigeria, Nsukka

OU = Innovation Centre

2008

UNIVERSITY OF NIGERIA

TITLE PAGE

STRATEGIES FOR MANAGEMENT OF

INTERSCHOLASTIC SPORTS PROGRAMME AMONG

SPORT ADMINISTRATORS IN SECONDARY SCHOOLS

IN ENUGU STATE, NIGERIA

A PROJECT REPORT PRESENTED IN THE

DEPARTMENT OF HELATH AND PHYSICAL

EDUCATION, UNIVERSITY OF NIGERIA,

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS

FOR THE AWARD OF (M.ED) IN ADMINISTRATION OF

PHYSICAL EDUCATION AND SPORTS

BY

OGBU ROBERT OKECHUKWU

PG/M.ED/03/34205

JULY, 2008.

Approval Page

This thesis has been approved for the Department of Health and Physical

Education, University of Nigeria, Nsukka.

BY

………………………….. ……………………………..

Project Supervisor Internal Examiner

………………………… …………………………..

External Examiner Head of Department

…………………..

Dean of Faculty

CERTIFICATION

Ogbu Robert Okechukwu, a post graduate student in the Department of Health

and physical Education, University of Nigeria, Nsukka with Registration

Number PG/M.Ed/03/34205has satisfactorily completed the requirements for

course and research work for the Masters Degree in Administration of Physical

Education and Sports. The work embodied in this project report is original and

has been submitted in part or in full for any other diploma or degree of this or

any other university.

……………………….. …………………………..

PROF. UMEAKUKA O.A OGBU ROBERT O.

SUPERVISOR INVESTIGATOR

…………………………. ……………………………..

DATE DATE

DEIDCATION

This project report is dedication to God and my wife Mrs. Ogbu Peace

Amarachukwu, my mother Mrs. Janet Ogbu, my children, brothers, sisters and

friends.

ACKNOWLEDGMENT

This researcher is most grateful to Almighty God for his mercies and

protection towards my sojourn in pursuit of this academic height. I sincerely

express my profound gratitude to my caring and patient project Supervisor Dr.

O. A Umeakuka, whose disposition, wealth of experience, critical judgment and

selfness assistance contributed immensely towards the realization and

completion of this work.

My profound gratitude goes to my lovely wife and mother Mrs. Ogbu P.A

and Mrs. Ogbu Janet respectively. My children, brothers, sisters and friends are

not left out too. My prayer is that, God will continued to bless you all standing

by me when it was very rough and tough.

I sincerely wish to express a special appreciation to my motivator and

respected lecturer, Dr. D. O. Dike and other seasoned lecturers in the

Department of Health and Physical Education, University of Nigeria Nsukka,

Prof. Chuks Ezedum (HOD), Dr. E. .S. Samuel, Dr. A. C. Nji, Dr. J.E

Umeifekwem and Mr. F. Ukwueze. I salute your wonderful and intellectual

contributions to the successful completion of this work. I also thank my

friends/calass mates in the department, Elendu Ifeanyi and Ugwu Jude I. God

bless all of you.

TABLE OF CONTENT

TITLE PAGE

APPROVAL PAGE

CERTIFICATION

DEDICATION

ACKNOWLEDGMENT

TABLE OF CONTENT

ABSTRACT

CHAPTER ONE: Introduction

Background of the study

Statement of the problem

Purpose of the study

Research questions

Hypothesis

Significance of the study

Scope of the study

CHAPTER TWO: Review of Related Literature

Conceptual Framework

Adopted Strategies on Interscholastic Sports Programme

Management Strategies in Interscholastic Sports Programme

Related Studies

Summary of Literature Review

CHAPTER THREE: Method

Research Design

Population for the Study

Sample and Sampling Techniques

Instrument for Data Collection

Validity of the study

Reliability of the Instrument

Method of Data Collection

Method of Data Analysis

CHAPTER FOUR: Results and Discussion Of Findings

CHAPTER FIVE: Summary, Conclusion and Recommendations

Reference

Questionnaire

Appendix I. List of Education Sporting Zones in Enugu State

II. Selected Education Sporting Zones Used in the Study: Number of

responses Selected in the study

III. Questionnaire

IV. Distribution of Schools Selected for the Study

V. Letter of Introduction

Abstract

The purpose of this study was to investigate the strategies adopted by sports

administrators in the management of interscholastic sports programme in

secondary schools of Enugu State. Eight specific objectives and eight research

questions were design, which two hypotheses were formulated and tested at

0.05 levels of significance. A cross-sectional survey design was used for this

study. All the two hundred and one respondents selected from eighteen

secondary schools in the three Education Sporting Zones in Enugu State were

used in this study. A close-ended questionnaire was used for data collection

and the data collected were analyzed using the frequencies and percentages.

The findings of the study were that: the most adopted strategy for fund raising

by sports administrators of schools for interscholastic sports programme is the

sports levy in Enugu State. The most adopted strategy for fund raising by sports

administrators in the procurement and control of sports equipment in secondary

schools is through the principal. It is an assuming seemingly problem in the

secondary schools in Enugu State. The most adopted strategy for supervision of

sports faculties strategy is through the sports master in secondary schools. It is

observed also that the adopted strategy commonly in use by sports

administrators towards motivation of student athletes is the giving of

functionary position to outstanding or best performed athletes. The most

commonly adopted strategy by sports administrators towards accreditation of

student athletes during interscholastic sports programme is the use of student

identify card. It was suggested that similar studies should be carried out in

higher institution in Enugu State. Finally, it was recommended that

procurement and control of sports equipment be carried out by the sports

master who is known as games masters and takes responsibilities of all sporting

activities in secondary schools in Enugu State.

CHAPTER ONE

Introduction

Background of the study

Secondary school sports have been identified long ago as very salient and

crucial for our youths. It most auspicious, according to Morakinyo (2002), to

discuss school sports at a time when the National Association for Physical,

Health Education Recreation, Sports and Dance (NAPHER, SD) has called on

the Federal ministry of Education to fully implement compulsorily physical

Education and Sports programmes at all levels of Nigeria educational system as

prescribed in the National policy on Education, Section I, sub7 section 7-12.

The above concern is predicated on the fact that the sporting status of any nation

can only be sustained by the level of sports development at school levels. The

role of Physical Education and Sports to the overall physical, mental, social and

emotional development of Nigerian school children has dwindled in recent

times (Morakinyo, 2002).

Several reasons have been adduced for the dwindling role of physical

education and sports in schools. Morakinyo (2002) noted that partial

implementation of the National Education Policy of 1986, which made Physical

education an optional subject at the senior secondary school level, hands

reduced students‟ interest in interscholastic sports programme. The regrettable

situation was worsened by lack of enthusiasm by professional colleagues who

prefer to handle other school subjects instead of physical education and sports.

If forced to handle Physical education and sports, they do that with nonchalant

attitude. The end result is that sports suffer. Eke (2002) remarked/that, unless

physical education and sports progrmme is enforced at all levels of Nigerian

primary and secondary schools children of this nation will be denied the great

opportunities of benefiting from numerous values derived from participation.

Morakinyo (2002) AND Eze (2004) affirmed that strong nations in sports

introduce their children to various sporting activities at primary and secondary

schools levels as a means of laying a solid foundation for sustainable sports

achievements. Talcott (1997) revealed that the greatest contribution physical

education makes to school tradition is through sports programme.

The programme of Physical Education in secondary schools according to

Udo (1985) is implemented under the instructional, intramural, interscholastic

and the adapted programme. Instructional programme caters for all students

enrolled in physical education classes and emphasis is on teaching the students,

the fundamental physical education skills correctly. The intramural programme

is made flexible to cater for the needs and interests of the students. It is

popularly known as “sports for all”. (Udo 1985), intramural programme is

designed for use at primary level of education as a basis for mass participation

in sports and practice in the fundamentals of performance with a related interest.

On the other hand interscholastic programme according to Obi (20010, is that

which is carried on between two or more schools for the advanced skillful

students of the school according to Udo (1985), adapted programme is for

students whose medical classification indicates that they cannot take part in the

regular service programme and should be placed in adapted, restricted, or

modified programme.

Interscholastic sports programme is an indispensable programme of

Physical Education in school because of its numerous benefits to the school and

individual development. Interscholastic sports programme, according to Edger

(1979), is a programme organized between two or more schools which cover

both athletics and games. It provides competition at the highest level for the

highly skilled students in the various activities available in the institution.

Similarly interscholastic sports programme, according to Cratty (1981), is

simply all kinds of physical activities contested by various schools within or

outside a particular zone, which eventually produced winners and losers. Obi

(2001) postulated that interscholastic sports programme is designed to improve

skills of the student athletes towards preparation for competitive sports among

other schools, producing virtues of vinning and losing graceful. For the purpose

of this study, interscholastic sports programme is that which involves the

coming of several schools to compete for honours in different sporting

activities, producing interest, fun, social interaction, losers and winners at the

end of the day.

Interscholastic sports programme has a lot of benefit to offer to students.

According to Ikulayo (1990), participation in interscholastic sports has many

beneficial consequences such as enhancing upward social mobility, providing a

healthy outlet for aggression and development of specialist skills and

performances. Others are promotion of happiness and self-actualization,

tolerance, concern for others, respect for authority and co-operation among

others. According to Ewurum (1993), sports especially interscholastic sports

have assumed a significant position in secondary students life in terms of

fitness, recreation and relaxation.

The inception of interscholastic sports programmme in Nigeria, according

to Edger (1979), dates back to the colonial days during the 1930‟s. at this

period, a lot of regional competitions were held and organized for different

secondary schools in the country, which later gave birth to secondary school

sports. Morakinyo (2002) also noted that since after the Nigerian independence,

secondary school sports in the form of interscholastic competition in the state

has assumed the shape of interschool competition, schools invitational relay

teams (during inter-house sports) among others. This is as a result of growing

awareness of the importance of interscholastic sports programme in the

development of sports among secondary schools in Nigeria.

The growing awareness of interscholastic sports programme in secondary

schools could only be realized through effective management. Management is

important for meaningful sports development in all secondary schools in

Nigeria and particularly in Enugu state. In general terms, Enechukwu (1997)

define management as the process by which/ the elements of a group are

integrated, co-ordinate and utilized so as to effectively and efficiently achieve

organizational objectives. In a similar manner, Adesanya (1992), saw

educational management as a process of working with professionals, non

professional staff and other relevant members of the school as a team to achieve

the set goals and objectives in all education institutions.

This is probably why Fasan (1994) defined educational management as

applied management which focuses on ensuring efficiency and effectiveness in

the utilization of human, materials resources, so as to articulate adequately all

management functions with the set goal which is to optimize the output from

input. According to him, this brings about productive outcome with guaranteed

satisfaction from all actors such as principals, teachers, government, parents as

well as the community.

In sports however, Adesanya (1992) conceptualized sports management

as the co-ordination and utilization of human and material resources to achieve

the goals and objective of sports competitions. Sports management is concerned

with the ability of all those who are responsible in the development of

interscholastic sports programme in secondary schools to provide a collective

efforts, energy and interest towards realizing the objectives of interscholastic

programme. The study also considered sports management as the process of

utilizing human and material resources to effectively realize the objectives for

which interscholastic sports programme is geared to achieve. This study

considers sports management as a means of involving all human and material

resources made effective to achieve a functional and a successful schools sports.

Sports management is faced with a lot of problems that always create difficult

times ensuring efficiency and effectiveness in the utilization of human and

material resources, in making interscholastic programme a success in our

secondary schools. Obi (1992), expressed concerns with the application of

appropriate strategies towards managing problems affecting sports development

programme. The place and importance of identifying strategies adopted by

sports administrators towards ensuring successful management interscholastic

sports programme in secondary schools therefore cannot be over-emphasized.

According to Homby (2001), strategy is a plan that is intended to achieve a

particular purpose. Prahalea (1993) stated that strategy is a plan or technique of

action to achieve result as in secondary school sports programme.

Omoruan (1996) suggested that, to achieve a successful interscholastic

sports prograzmme in secondary schools, required proper planning adequate

personnel for proper supervision of the programme, proper motivation of staff

and athletes as important strategies needed to achieve the set goals of

interscholastic sports management. Prehalald (1993) and Omoruan (1996)

indicated that without putting in place a better strategy, achieving a successful

interscholastic sports programme would always be a failure. They maintained

that better strategy remains the basic factor towards achieving intended

objectives of interscholastic sports programme in secondary schools, especially

as it concerns secondary schools in Enugu State.

Omoruan (1996) listed some variable that have considerable influence on

management strategies. They include location, school type, age and gender.

However, Obi (2001), opined that location and gender have greater influence

on interscholastic sports programme, Based on the above assertion the study

concentrated on location and gender.

The location of a school clearly defines the extent of her success and

failures in terms of infrastructure. According to Ekeh (2002) equipment and

facilities for the preparation of interscholastic sports programme or competition

in secondary schools are easily affordable in the urban areas. Obi (2001)

maintained that an equipped environment stimulates athletes interest and drive

to practice or train for fitness towards interscholastic sports competitions. This,

he noted was realizable without much problems in urban schools than those in

the rural areas. Schools around urban are a close to most sports complexes like

stadium and training centers.

These days, most sports activities are currently handled by both male and

female physical educators. Both genders are equipped with knowledge ad

technical abilities in both coaching as well as participation. According to

Eke(2002), both male and female actively participate in interscholastic sports

competition in the areas of organizing, officiating, contesting, implementing the

laws of the game, among others, especially as it concerns interscholastic sports

programme in secondary schools. According to Ojo (1999), gender in sports is

considered very important as it concern the use of sports equipment during

competitive sports. He further stated that, there are specifications of some

equipments design for male and female, thus, the Shot put, Javelin, Discus and

others. These specifications designed shows that the use of some equipment in

sports could affect performances of either the male or female athletes, especially

as it concerns interscholastic sports programme in secondary schools in Enugu

State. Udo (1985) maintained that female athletes should be allowed to use

implement design for their use during sports competition.

Those who are professionally trained to teach physical education in the

school are referred to in this study as physical education teachers or sports

masters, those who co-ordinates physicals education and sporting activities

within their own zones are referred to in this study as Zonal Sports Co-ordinates

or sports officers, those who assist the schools in the running of sports

programme in the secondary schools as students are referred to in this study as

sports prefects or games prefect.

Records with the State Sport Council, Enugu (2006) and the secondary

school sports, Enugu (2007) revealed that the six zone, otherwise called the

education zones, are no longer putting up impressive performances for over ten

years running in the State and at National secondary school Sports

Competitions. It is against the background therefore, that the study is considered

important, to examine strategies adopted by sport administrators in the

management of interscholastic sports programme in Enugu State.

Statement of problem

Available records with the Enugu State Sports Council. (2006) and the

secondary school sports unit, Enugu (207) revealed that the six zones, otherwise

called the education sporting zones, have good athletes that are ready to

participate, sport competition at their local Government level, yet there have

always bee poor performances at the zonal and state.

Although, other factors may have to these situations, but the way and

manner sports especially interscholastic sports programme are managed in the

various secondary schools in the state may have been the most significance of

the factors.

Udo (1985) identified poor officiating, lack of sports equipment and

facilities as the major inhibitor of sports porgramme, especially interscholastic

sports programme in secondary schools. Motivation is one thing that is lacking

as well as proper accreditation of athletes to compete with others. Okeke (1995)

identified ineffective management in sports as that which is entirely responsible

for failures experienced in sports programmes, especially as it concerns

interscholastic sports programme in secondary schools.

Available information from secondary schools sports, Enugu (2007)

revealed that secondary schools sports lack adequate sports personnel to handle

the various sporting events in sports. Moreso Obi (2001) contended that, in most

secondary schools, non-professionals are assuming position of the sports unit,

due to “god fatherism” among principals of schools. These prevailing

circumstances mentioned above has prohibited a successful interscholastic

sports programme in secondary schools in Enugu State, Nigeria.

Purpose of the study

The purpose of the study is to identify strategies adopted by sports


secondary schools in Enugu State. Specifically, this study intends to find out the

following:

1. Fund management strategies adopted by sports administrators in

interscholastic sports programme.

2. Sports equipment monument strategies adopted by sports administrators

in interscholastic sports programme.

3. sports facilities management strategies adopted by sports administrators

in interscholastic sport programme

4. strategies adopted for motivation of athletes by sports administrators in

the management of interscholastic sports programme.

5. strategies adopted for officiating by sports administrators in the

management of interscholastic sports programme

6. strategies adopted fro accreditation of athletes by sports administrators in

the management of interscholastic sports programme.

7. strategies adopted fro appointment of sports officials by sports

administration in the management of interscholastic sports programme.

8. strategies adopted for handling protests during sports meeting by sports

administrators in the management of interscholastic sports programme.

Research questions

The following research questions were formulated to guide the study

1. What are the fund management strategies adopted by sport administrators

in the secondary schools for interscholastic sports programme

management?

2. What are the equipment management strategies adopted by sport

administrators in the secondary schools for interscholastic sports

programme management?

3. What are the facilities management strategies adopted by sport


programme?

4. What are the motivation management strategies adopted by sports



5. What are the officiating management strategies adopted by sports

administrators in the for interscholastic sports programme management?

6. What are the accreditation management strategies adopted by sports

administrators in the for interscholastic sports programme management?

7. What are the appointment of sports officials management strategies

adopted by sports administrators in the for interscholastic sports


8. What are the protests management strategies adopted by sports



Hypotheses

The following hypotheses are formulated and will tested at 05 level of

significance.

- There is no statistically significant differences in the sports management

strategies adopted by sports administrators based on gender.

- There is no statistically significant differences in the sports management

strategies by sports administrators based on location.

Significance of the study

The findings on strategies for fund management adopted by sports

administrators in interscholastic sports programme will help generate

knowledge and information for easy means of managing fund raised for

interscholastic sports programme in secondary schools in Nigeria and in Enugu

State in particular. The information will be useful to sports administrators,

physical educators, non professionals in sports affairs as well as coaches

assigned to schools.

The findings on strategies for management of sports equipment in

interscholastic sport programme in secondary schools may provide knowledge

that will sever as a guide to school authorities in planning for provision and

maintenance of sports equipment in schools. The information will be useful to

coaches, physical educators and sports administrators.

The findings of the study on strategies for management of sports facilities

in interscholastic sports program in schools may provide renewed knowledge

that will serve as a guide to managers of school concerned with interscholastic

sports program on repair or maintenance of existing facilities as well as the

construction of new facilities. The information will be useful to sports officials,

athletes/players and sports administrators.

The findings of the study on strategies for motivation of students athletes,

coaches and physical educators may go along way toward enhancing ideas for

sustainable sports development as well as making interscholastic sports

programme functional. The findings will help generate the best forms or ways

of motivating personnel and students athletes, such as better working

relationship among staff, payment of allowances due to all recognized

athletes/players who distinguished themselves in their events. This information

will be useful to sports administrators, principals of schools and sports co-

ordinators for management of interscholastic sport programme in schools.

The findings of the study on strategies for accreditation management

adopted by sports administrators on students athletes/players taking part in

interscholastic sports, on age categories or age brackets, will not only ensure

proper legibility participation of athletes and players within a particular age

limits, but may equally ensure that bonafide athletes and players of the school is

allowed only to participate in the competitions as it concerns interscholastic

sports programme in secondary schools in Enugu State in particular and

Nigeria in general. The information generated will be useful to sports officials

referee on age brackets competitions in secondary schools, colleges and

universities. In secondary schools for instance, competitions into almost all

sporting event are carried out under the junior and senior categories, both boys

and girls. Information will be useful to sports officials. Coaches, sports

administrators, physical educators, sports coordinators among others, on issues

affecting legibility of students athletes/players participation in interscholastic

sports programme.

The findings of the study on strategies for officiating management

adopted by sports administrators in interscholastic sports programme in

secondary schools may provide knowledge that will serve as a guide to sports

officials in the handling of judgment during sports and games competitions

devoid of cheating. The information will be useful to sports officials/referees,

physical educators and sports organizations. It will also be useful to coaches

assigned to schools, collages and universities in Nigeria, non – professionals in

the game of sports.

The findings on strategies for handling protest management adopted by

sports administrators during sports meetings in interscholastic sports

programme in secondary schools will generate knowledge and information on

the technicalities and procedures for putting up protests when rules and

regulations of the games are infringed upon. As it is expected, that protest must

be written within twenty- four hours of a breach or installment of the said

competition which goes against the laws. The information will be useful to

sports coordinators, games masters, coaches assigned to schools, sports

administrators and sports/games officials.

Finally, strategies on management of interscholastic sports programme in

secondary schools in Enugu State, adopted by sports administrators will

generate knowledge and information that will be useful in providing a

successful interscholastic sports programme. In the camping of athletes and

coaches for interscholastic sports competition could be seen as a better strategy

or suggestion for enhancing motivation and better preparation I interscholastic

sports competition in secondary schools in Enugu State. The information will be

useful to professionals and non- professional towards the organization of

interscholastic sports program e in secondary schools in Nigeria, it is hoped that

the data from he study will stimulate further research in this area.

Scope of the study.

The study is delimited to strategies adopted by sports administrators in

management of interscholastic sports programme in secondary schools in Enugu

State. The study is also delimited to existing strategies adopted by sports

administrators in management of interscholastic sports programme in secondary

schools in Enugu State. The study is equally delimited to Enugu State, which is

made up of six education zones. The are Agbani education zone, Awgu

education zone, Enugu education zone, Nsukka education zone, Obollo-Afor

education zone ad Udi education zone.

CHAPTER TWO

Review of Related Literature

Available literature revealed that not much has been written on

interscholastic sports based on strategies adopted by sports administrator in the

management of interscholastic sports programme in Enugu State. Most of the

studies carried out were conducted outside Enugu State. However, related

literature reviewed is presented under the following subheadings:

- Conceptual framework in Interscholastic Sports programme Effect of

Adopted Strategies Towards Interscholastic Sports programme/ Sports

Management Strategies in Interscholastic sports Programme;

- Theoretical frame work in Interscholastic Sports programme:

- Empirical Studies on Management Strategies Adopted in Interscholastic

Sports Programme and

- Summary of review of Literature.

Conceptual Framework

Interscholastic sports programme is regarded as the third and highest

level of sports programme in the secondary schools. Udo, (1985) viewed

interscholastic sports programme as a competition that involves two or more

institutions. Okurotifia, (1995) defined interscholastic sports as that which

provides competition at the highest level for the highly skilled students in the

various sporting activities available in the institution. Njoku (2001) viewed

interscholastic sports as a competition among skilled students from different

schools. Okeke (1999) viewed interscholastic sports as being selective among

students for various sporting activities. He further viewed it as the screening of

skilled athletes to compete against other athletes from different schools. Ojo

(2002) remarked that interscholastic sports comprises track and field events as

well as major games competed for among selected students from various

institutions. Omoruan, (1996) stated that sports, especially interscholastic sports

programme is a very highly organized track and field events as wells as games

in which sanctions are imposed for misconducts involving various schools with

skillful athletes representing a particular school. Talcot (1997) indicated that the

lofty contribution or great achievement physical education makes to school

tradition is through sports programme, which of course interscholastic sports

programme is geared towards achieving this objectives. A well designed

interscholastic sports programme in schools with students active participation,

helps students to acquire certain training and knowledge that may in turn serve

as a guide to them in the society. Holding the same view, obi, (2002) pointed

out through a well designed interscholastic sports programme participation,

students are most likely to inculcate the virtue of spirit of fair play as well as

losing and winning gracefully during competitions in life.

Obi, (2002) pointed out that the goals of interscholastic sports programme

can only be achieved as well as successful through credible sports management.

Ogbonna (1997) observed sports management as a process of getting things

done or accomplished through people. This means that collective effort is

require among people to achieve success. Sports management as

conceptualized by Mcfarland (1994) is an integrating process which carries

several and relevant implication such as management implication. This

statement means that sports management is dynamic by nature. Densensi and

Rosenberg (1996) see sports management as a field interested in the

organization and administration of specific sports related area. It is a field of

endneavour involving leadership, decision making process, staging of athletic

events and marketing sports. Challandurai (1985) explained sports management

via activities and sports organizations. These organizations included those that

offer the use of their facilities and equipment for sport and physical activities

(eg, health clubs), those that schedule activities (eg sports pavilions) those that

offer instruction in specific activities eg. Municipal recreation department, those

that organize competition and promote excellence. He referred the management

of the sports organization to sports management. During (1998) viewed sports

management as the activities of personnel in organization from different

discipline working with limited resources with the aim to accomplished goad of

the organization. Gosper (1994) viewed sports management as that which

involves policy making for the sports that will fulfill the best interests of the

sports organization and then purposes for which it exists. This implies that

without policies, there is little to guide the activities and conduct of the

establishment in the pursuit of its goals. In his own contribution on sports

management, Gouws, (1997) suggested four ways towards s successful sports

management as duties and activities performed by personnel the supervisory

level, activities embracing the incorporation, coordination and utilization of

money, and above all effectiveness and process of adopting relevant areas as it

concerns human, financial, physical and information sources being properly

utilized in order to achieve enterprises objectives which is likened to adopted

strategies towards interscholastic sports programme management.

The implication of the above statement on sports management is that all

coaching, teaching and instructional jobs involving interscholastic sports

programme in academic institutions contain at least some elements of

management functions. Today, the practice among schools according to

Gouws(1997) is that all instructors and teachers (sports masters) who mange

their sports programme lack a level of initiative and best strategy to employ in

the handling of sports activities, especially interscholastic sports programme,

where best strategies, relevant to the area of sports, they only wait to be told by

school heads what to do and how best to go about these adopted strategies.

Their ability to adopt best strategies to discharge functions creditably and at the

appropriate time may be poorly executed or implemented, hence management

problems associated to management strategies could be in some extent the

major result.

Kamiloye (1992) viewed sports management undertow ways, such as,

human resources and material resources. He further stressed that the manager

should make these two things effective, this is much more important than

making them available, it is then that purposeful goal can be set and

consequently achieved. Lola (2004) viewed sports management as that which

deals with the administration of sports in as its ramifications as there are indeed

many specialized areas in sports management.

Aluku (2001) define managements as the act of arranging and organizing

materials and conditions that the goals and purposes of an organization may be

achieved. Maxwell (2004) viewed managements as a process of organizing

contr5oling, coordinating and utilizing human and material resources towards

achieving organizational goals. Maxwell (2004) remarked that how best or

successful the human resources are managed, goes a long way, to determine

how successful the material and financial resources are to be utilized to

adequately achieve the organization goals and objectives for which the

organization stand for the place of strategy in interscholastic sports management

cannot be over-emphasized. Better strategies coupled with better management

in sports, especially as it concerns interscholastic sports programme will

produce maximum results. It is on this note that Thompson and Strickland,

(1996) conceptualized strategy as an overall plan of what an organization looks

forward to be like. Hornby (2000) defined strategy as a plan to achieve a

particular result. Ojeme (2000) viewed strategy as a technique set to accomplish

an objective successfully. Mintzberg (1990) viewed management strategy as a

technique and policy put in place to ensure maximum utilization of human and

material resources for efficient, successful and profitable output.

Ikhioya (2001) suggested two types of strategies suitable for

interscholastic sports programme. The Composite Strategies, which incorporate

groups of strategies. This simply means that any successful organization may

do best to have strategies in the areas of human, facilities, equipment,

marketing, budgeting and community relations. He further suggested the second

strategy as Contingency Strategies which involve incorporating and alternative

strategy that will look and take adequate care of most likely unforeseen

circumstances or emergency arising. In support, Reber (1985) indicated that

over dependent on one particular strategy may inhibit positive progress and

productivity. According to his view, an organization needs to be dynamic in

planning and the use of strategies towards effective or functional management

of the organization especially as it concerns strategies adopted by sports

administrators for interscholastic sports programme in particular and Nigeria in

general.

Theoretical Framework

Adesina, (2009) suggested that, no one theory is employed in all things,

but that theories must be used according to needs or wants or demands,

providing the groups or individual opportunity to make better choice among

them, based of course on the situation on ground at that moment. This therefore

means that any particular theories of management used by a researcher are

dependent on the nature of the study being carried out.

A lot management theories are found in education, life, sports and other

relevant human activities. Among these theories the most out standing and

suitable for this study, as contain in Lonsdeles (1964) is the systems theory,

which is regarded as designed to collect data on interrelated components that,

when of course employed in a integrated manner, will hopeful assist in

accomplishing a successful and predetermined goal. Then system approach

theory on its own, stressed more on integrating then various components within

an organization. Furthermore, then Barnardian co-operative systems theory and

the Motivational-Hygiene theory are all geared towards establishing a smooth

cordial relationship activities among personnel in an organization which of

course is needed to be employed in the management of adopted strategies

towards interscholastic sports programme success.

The declining rate of interscholastic sports programme in the secondary

schools in Enugu State could seemingly be the non-application of Londsdeles

system theory of management. Interscholastic sports programme in secondary

school have seemingly problems as, Awosika (1997) completely viewed to be

lopsided. The factors attributed to this lopsided condition affecting sports

activities in our various secondary schools in the country today are viewed to

non availability of sports equipment, facilities, poor fund and adequate

motivation to effectively assist in the implementation of a successful

interscholastic sports programme. Other factors are the administrators, physical

education, coaches and students, as well as lack of interest in sports showed by

school authorities and regarding participation in sports as mere wasting in

academic pursuit in school and above all, regarding sports as rather belonging to

those who are not intellectually promising. These factors may as well have

negative influence on adopting strategies for management of interscholastic

sports programme in secondary schools in Enugu State. Davison (1999)

maintained that the system theory is aimed at examining the interscholastic

sports programme in light of those factors unique to each specific institutional

situation, where funding and motivation had always been the greatest problem

confronting the growth and development of interscholastic sports programme

through adopted strategies by sports administrators.

Adopted Strategies on Interscholastic Sports Programme

Hornby, (2001) defined adopted as plan or course of action. A plan

carried out. Udo (1985) viewed adopted as something that has been in existence

for time now. Mark (2004) vowed adopted and making use of what is known to

solve and achieve success. This means that strategies to be employed by sports

administrators to achieve success in interscholastic sports programme in

secondary schools are already in existence, but what is remaining, is the

application of the right strategies to solve a particular problem affecting

interscholastic sports programme in secondary schools. Mark, (2004) observed

that PTA levy, students sports levy and others are adopted strategies used for

fund raising in secondary school sports. Ojo, (1999) remarked that raffle draw

and sports exhibitions are adopted strategies employed to generate fund for

interscholastic sports programme. What remains is selecting and using the most

appropriate strategy suitable to achieve a successful fund raising towards the

organization of interscholastic sports programme. Motivation management

strategies could be adopted to realize a better organized interscholastic sports

programme. Okeke (1985) emphasized the use of award of scholarship as well

as cash award to student athletes as to ensure improved performance. This

means that a motivated athlete is likely to improve performance in sports than

one who is not motivated. Opone (1997) observed that the athletes that are

presented with material gifted are likely to perform much better in future

sports competition. Obeyemi (1996) considered availability of sports equipment

and facilities to be of importance in motivating student athletes and coaches

towards proper sports preparation ahead of competitions. Success is recorded

among students participation in sports, where there are availability of sports

facilities and equipment, cordial relationship, proper sports accreditation

exercise, appointing the right sports officials (professionals) in the conduct of

sports programme in secondary schools. The failure of most interscholastic

sports programme in our secondary schools, according to Osuoha (1987) is that

non-availability of sports materials on ground. This is because according to him,

students athletes are well motivated in sports activities participation, where

there are availability of the sports equipments and facilities as well as proper

funding of the various logistics.

Accreditation management strategies adopted by sports administrators are

so many and are use, according to Nwachukeu(1988) based on the category of

the sports competition. Ejiogu (1990) emphasized on the use of terminal class

report for the accreditation of students athletes and players for interscholastic

sports programme in secondary schools. Nwachukwu (1988) suggested the use

of students identity card as a better process of accreditation of students

participation in interscholastic sports programme. This implies that other

relevant process can be adopted to ensure that students are accreditated before

participation in interscholastic sports programme.

Appointment of officials to officiate during interscholastic sports

programme had always been a factor affecting a successful interscholastic

sports programme in secondary schools. Obi (2001) stated that, officiating

should be appointed based on knowledge of the sports. Ikhioya, (2001) stressed

that handlers of sports activities during competition must be professionals,

Morakinyo (2002) emphasized the use of trained or experts in sports to officiate

during sports programme. This means that most failures experienced in sports

competitions, had always been attributed to the handling of sports by non

professionals.

Management Strategies in Interscholastic Sports Programme

Some management strategies adopted by sport administrators assist

greatly in ensuring success in interscholastic sports programme in secondary

schools. Duston (1993) viewed management strategies as that which is to ensure

that the primary functions work together to actually implement the group or

organizations plan to action. Nzeako (1996) conceptualized management

strategies to be the policies and techniques employed by the group or organized

body to bring about adequate utilization of both human and material resources

towards functional interscholastic sports programme in schools. Snyder (1993)

stressed that management strategies embrace the art of co-ordinating the various

elements of production which is geared towards the very attainment of the

purpose of an organization or group which could be likened to the attainment of

functional interscholastic sports programme in secondary schools. He further

stressed that management strategies is viewed as the accomplishment and

implementation of the set of objectives through the use of materials, human

labour and machines. This means that management board function as it

concerns every organization is to co-ordinate all the available resources (human

and material) to achieve the organization objectives. These objectives among

others are to make sure that a more functional approach is employed toward the

realization of a more purposeful interscholastic sports programme that will in

turn provide a plat form for students participation in interscholastic sports. He

further stressed that, if these recourse are readily available on ground and they

are not in use in the school, success cannot be realized, which means that there

is an ineffectiveness of the sports programme, due to lack of management

strategies. Management strategies, according to Ottih (2002) Implies the

reaching of decisions to commit recourse in a given direction in order to achieve

success, especially as it concerns interscholastic sports programme in secondary

schools in Enugu State.

Strategies are responsible in some extent in the success of interscholastic

sports programme in secondary schools and his of course why hasting and

Bixby (1994) successfully proposed the use of a working system called the

super teams. From the angel of team working, super teams according to these

experts, are the combination of individuals of different works of life coming

together or pooling ideas together to ensure progress, success and growth of the

programme of the school. They pointed out tremendous and laudable benefits

derivable from the employment of super teams towards a task, especially when

the enabling environment is provided such as the purpose for embarking on it,

school support, community support, favorable conditions, individual perception

and opportunity. The superteam, according to Bixby (1994) viewed it as a

condition of different organs accepting to work as one body to achieve a stated

objectives. The superteam will likely achieve positive result in secondary school

sports management by incorporating other relevant members of the entire staff

to work for the success of the organization as a team. It is also regarded as

putting a collective effort from different quarters together as a whole, towards

achieving a common goal and objectives set by the organization, which could be

likened to that of strategies adopted by sports administrators in the management

of interscholastic sports program e in secondary schools of Enugu State.

Related Studies

Today, there have been some evidences of empirical research works on

management strategies related to the present study on strategies adopted by

sports administrators in the management of interscholastic sports programme in

secondary schools. Nzeako (1996) investigated the strategies to improve

accreditation of student athletes competition in Onitsha North Education Zone

of Anambra State. The investigator adopted a survey design study 250 (two

hundred and fifty) respondents. The result of the study revealed that the most

adopted process for accreditation of student athletes by physical education

teachers was the students identity cared with 186 (74.4%) respondents in favour,

while 64 (25.6%) indicated for other ways. The result of Nzeakos‟ study

indicated that e application of student identity cared for accreditation of student

athletes remains the most adopted strategies during secondary schools

interscholastic sports competition.

Colman (1998) carried out a study on motivational strategies on

interscholastic sport management in secondary schools in Holland.

Questionnaire was the instrument used for data collection. Two hundred and six

(206) physical education teachers and eighty four (84) principals were used as

respondents. The result revealed that strategies adopted for motivation of

athletes are providing cash award, scholarship award, promotion to the next

level, free accommodation. The result further revealed that the availability of

standard facilities and equipment provides enough motivation to athletes as it

assist in enhancing performance.

Okezie (1988) in a study, to examine strategies adopted towards good

officiating in interscholastic sports programme in schools in Nkanu education

zone of Enugu State found that officiating officials were appointed based on

their knowledge of the sports to be officiated. The study further revealed that

appointment of non-professionals to officiate in sports leads to poor standard

set by athletes as well as most sports hooliganism during secondary schools

sports. Three hundred and twenty physical education teachers participated in the

study.

Elobuike (1998) carried out a study on management strategies on

procurement of sports equipment for interscholastic sports programme in

secondary schools in Delta State. The researcher used 420 subjects and

employed a survey design for the study. He generated data through a structured

questionnaire. The result showed that the procurement of sports equipment is

through the principals 362 (86.2%) respondents indicated while 58 (13.8%)

showed that sport masters are allowed to procure sports equipment for

interscholastic sports programme. The result further showed that the

procurement of sports equipment by the principals affects the conduct of sports

programme in secondary schools. They study recommend the use of sports

masters and sports committee in the procurement of sports equipment in


Opene (1997) conducted a study on adopted strategies for funding

interscholastic sports programme in secondary schools in Delta State of Nigeria.

The investigator collected data from a population of 240 respondents using

survey design and a structured questionnaire as a reliable tool. The result of the

study showed that students sports levy is the most adopted means of raising

fund for interscholastic sports programme in secondary schools, as 198 (82.5%)

respondents indicated, while 42 (17.5%) showed that students sports levy does

not provide sufficient fund for organizing interscholastic sports programme. He

advocated for other likely ways such as sports exhibition, raffle draws, sports

appeal fund.

Summary of Literature Reviews

The concept of interscholastic sports has been conceptualized by many

notable experts in the field. It is viewed as a competition that involves more

than two institutions. It was also defined by Okurotifia (1995) as that which

provides competition at the highest level for the highly skilled students in the

various sporting activities available in the institution.

The concept of sports management has been defined as the process

through which appropriate human and material recourses are made readily

available and made efficient for accomplishing the purpose of an organization.

Sports management as reviewed in the literature to mean organizations included

those that offer the use of their facilities and equipment for sports and physical

activities, those that schedule activities; those that offer instruction in specific

activities; those that organize competition and promote excellence.

The literature revealed that strategy is a plan or techniques used to

achieve a particular result. To achieve, the most adopted strategies used by

sports administrators were award of scholarship, award of cash, free

accommodation, promotion to the next level, providing functionary position.

Other strategies were the use of the students identity card for accreditation,

students sports levy, and PTA levy as strategies for fund raising all to enhance

interscholastic sports programme in secondary schools.

The literature revealed that thee are three management models of the

system theory, Barnadian System theory and Motivational-Hygience theory.

The focus of this is on the systems theory and motivational hygiene theory.

Reasons are that every organization that exists operates as a system with of

course a sub-system and that these system within the sub-system and that these

systems within the sub-systems must work co-operatively to achieve the desired

goals and objectives of the organizational, as likened to strategies adopted

towards the management of interscholastic sports programme in secondary


The literature revealed that most researches conducted within and outside

the state of Enugu are not on strategies adopted by sports administrators in the

management of interscholastic sports programme in Enugu State. No study has

been conducted equally in the six education sporting zones of Enugu State. This

gap points specifically to the relevance for the present study on strategies

adopted by sports administrators in the management of interscholastic sports

programme in secondary schools in Enugu State.

CHAPTER THREE

Methods

This chapter presents a description of the research design, population,

sample and sampling technique, instrument for data collection, validity of the

instrument, reliability of the instrument, procedure for data collection and

method of data analysis.

Research Design

The cross- sectional survey research design was used for this study.

Nworgu, (1993) suggested the use of the cross-sectional survey research for

studies which aim at collecting data on a fairly large population. The cross-

sectional survey research design was therefore considered appropriate for use in

the study because this study involved the collection of data on status of sports

management, especially strategies adopted by sports administrators for

management of interscholastic sports programme in Enugu State. Nsude (1999)

and ogonu (1999) successfully employed the design in similar studies

Population for the Study

The population for the study comprises of three categories of respondents

namely, the physical education teachers, zonal sports co-ordinators and the

school sports/games prefect of state owned secondary schools in Enugu State.

According to available records of the school sports office, Enugu (2007),there

are 446 physical education teachers in the secondary schools in Enugu State.

The records further show that they are six (6) zonal sports co-ordinators in

Enugu State each representing each of the zones of the State. Available records

with schools sports office, Enugu(2007)indicate that, there were two hundred

and fifty-two(252)secondary schools games perfects in secondary schools

Enugu State.

Sample and Sampling Techniques

The sample for this study is two hundred and one (201) as respondents.

The multi-stage sampling will be used in selecting the sample from the physical

education teachers and game perfects of the secondary schools, the three sports

zonal coordinators were selected in the study as they were one sports zonal

coordinator representing each sporting zone. Three educational sporting zones

were selected from the six education sporting zone using simple random

sampling techniques. The selected zones were Enugu education zone. The

drawing of eighteen secondary schools from the three selected sporting zones

out of six education sporting zones; Enugu education zone comprises 1 male

secondary school, 2 female secondary schools 1 mixed secondary school

Nsukka education zones comprises 3 male secondary school, 2 female

secondary schools and 3 mixed secondary school. Udi education comprises 2

male secondary school, 2 female secondary school and 2 mixed secondary

schools. The method in selecting the eighteen secondary schools in the three

zones is the balloting without replacement.

The final stages involve the selection of ten physical education teachers

from the eighteen selected secondary schools in the three selected education

sporting zones.

One hundred and eighty (180) physical education teachers out of the four

hundred and forty six *446) physical education teachers were selected. The

eighteen (18) selected secondary school sports prefects and three sports

coordinators representing each of the three sporting zones were including in the

study. The exercise has as a total sample of two hundred and one (201).

Instrument of data Collection

The instrument for data collection was the questionnaire. The

questionnaire was designed to elicit information on strategies adopted by sports


secondary school in Enugu State. The questionnaire contained twenty-five

items. Section A of questionnaire contains four items on question data of

respondents. Section B of the questionnaire was to elicit information on

strategies adopted by sports administrators for raising fund and

equipment/facilities use. Section C of the questionnaire was elicit information

on the strategies on the athletes coaches on physical education teachers. Section

D strategies on accreditation of athletes/ appointment of officials. Section E

strategies on handling protest and good working relationship with officials

interscholastic sports programme in secondary school in Enugu State. A close

ended questionnaire was employed (see appendix III) for data collection in this

study. The instrument was constructed by the researcher based on the objectives

and research question of the study. The respondents were provided with a

written instruction on how to fill out the questionnaire.

Validity of the instrument

Enugu State. A close ended questionnaire was employed 9see appendix III)

for data collection in this study. The instrument was constructed by the

researcher based on the objectives and research questions of the study. The

instrument was constructed by the researcher based on the objectives and

research questions of the study. The respondents were provided with a written

instruction on how to fill out the questionnaire.

Validity of the Instrument

The questionnaire was subjected to face and content validity through the

judgment of five experts drawn from the department of Health of physical

education, University of Nigeria, Nsukka and federal College of Education,

Eha-Amufu. Copies of the questionnaire, along side, objectives of the study and

research questions were presented to the experts. This was to ascertain the need

for any possible modification, correction or adjustment of the instrument before

its proper use for the proposal study.

Reliability of the Instrument

The split-half method was used to establish the reliability of the

instrument. The instrument was administered to twenty sports administrators,

comprising the director of sports, coaches and P.E. specialists in Enugu State.

There were divided into two groups of even and odd numbers. The responses

were analyzed to establish a correlation co-efficient of instrument using Pearson

product moment. The questionnaire had reliability co-efficient of .89, which

indicated that the instrument was reliable.

Method of data collection

In order to gain access to the school sports co-ordinators, physical

education teachers and sports prefects, a letter of introduction from the Head of

department, health and physical Education, University of Nigeria, Nsukka, was

presented to the principal of each of the selected secondary schools and the

zonal sports coordinators.

The questionnaire was administered personally by the investigator to the

respondents on the sport. The investigator waited for the respondents to

complete the questionnaire and collected them back immediately. All the

questionnaire copies distributed were returned. Thee was a hundred percent

(100%) return rate of the questionnaire which were finally used for data

analysis.

Method of data Analysis

The data which were analyzed using the statistical package for social

science (SPSS) version. The data will be analyzed on an item to item basis to

show the response frequencies and percentages of the respondents on the

various aspects interscholastic sports programme management. The frequencies

and percentages will appropriately by presented in the tables and used to answer

the research questions. The chi-square statistic will be employed to test the

hypothesis postulated for the study. (The results of the analysis will be

presented in relevant table). To test for the degree of effect of gender, school

location and school type on the sports management strategies adopted by sports

administrators, the stepwise multiple recreation will be computed. The results of

the analysis will be presented in their relevant tables.

CHAPTER FOUR

Result and Discussion of Findings

Result

This chapter presents the data and findings of the study in tables

according to the research questions

Research questions 1

What are the fund raising management strategies adopted by sports

administrators in secondary schools for interscholastic sports programme

management?

Table I

Strategies for raising funds by sports administrators for interscholastic

sports programme.

n =201

Responses Frequency Percentage

PTA Levy 36 22.8

Sports Levy 132 65.6

Raffle draw 13 6.7

Sports week 10 4.9

Total 201 100

Table I revealed that 46 respondents (22.8%) indicated that PTA levy is

an adopted strategies in raising fund for interscholastic sports programme in

schools, 132 respondents (65.6%) indicated sports levy, 13 respondents (6.7%)

indicated raffle draw, while 10 (4.9%) indicate sports week. Therefore, it is

observe that the most adopted strategy for raising fund for interscholastic sports

programme is the sports levy in secondary schools in Enugu State.

Table 2

Other forms of strategies for raising funds by sports administrators for


n =201


Interhouse sports day 154 77.0

Send off party 38 19.0

Sports week 9 4.0

Total 201 100

Table 2shows that 154 respondents, 77% indicated interhouse sports day as

other forms of strategies for rosining funds for interscholastic sports programme

in secondary schools, 38 respondents (19%) indicated send off party, while 9

respondents (4%) indicated sports week. It is observed that other forms of

strategies adopted by sports administrators for raising fund is mostly during

interhouse sports day in secondary schools in Enugu State.

Table 3

Type of sports fund received for interscholastic sports porgramme.

n = 120


Money 124 61.7

Equipment 48 23.9

Facilities 29 14.4

Total 201 100

Table 3 revealed that 124 respondents, (61.7%) indicated money as the

type of sports fund received by the school, 48 respondents (23.9% ) indicated

equipment, while 29 respondents (14.4%) indicated faculties. Therefore the

findings shows money is being received mostly as sports fund by secondary

schools in Enugu state.

Research question II

What are the equipment procurement strategies adopted by sprots



Table 4

Sports equipment procurement strategies adopted by sports administrators.

n = 201


Principal 176 87.6

Sports masters 25 12.4

Total 201 100

Table 4 revealed that 176 respondents (87.6%) indicated that sports

equipment are procured and controlled by principal of controlled, while 25

respondents (12.4%) indicated sports masters. The findings shows that

principals of schools does the procurement instead of sports masters. This has

led to substandard purchases of sports equipments thereby affecting the

organization of interscholastic sports in secondary schools in Enugu State.

Research question III

What are the facilities management strategies adopted by sports



Table 5

Control and Assigning sports facilities for interscholastic sports programme.

n = 120


Bursar 48 23.9

Sports masters 124 61.7

Sports Committee 29 14.4

Total 201 100

Table 3 revealed that 48 respondents (23.9%) indicate that Bursar of

schools supervise the construction of sports facilities in school, 124 respondents

(61.7%) indicated sports master, while 29 respondents (14.4%) indicate sports

Committee. Therefore it is observed that most of the secondary school facilities

are being controlled and assigned by sports masters in Enugu State. This will

enhance the growth and progress in interscholastic sports programme in

secondary schools in Enugu State.

Research Question IV

What are the motivation management strategies adopted by sports

administrator in the secondary schools for interscholastic sports


Table 6A

Which of these motivational strategies employed by your school towards


n = 102


Cash award 46 22.9

Scholarship 10 4.9

Promotion to next class 52 25.9

Giving functionary position 93 46.3

Total 201 100

Table 6A revealed that 46 respondents (22.9%) showed cash award as

employed for motivation of students, 10 respondents (4.9%) showed scholarship

award, 52 respondents (25.9%) showed promotion to the next class, while 93

respondents (46.3%) showed giving functionary position.

Table 6B

Motivational Strategies of Distinguished Officials.

Which of these motivational strategies employed by your school towards

interscholastic sports programme for Officials, Games masters and Coaches

who distinguished themselves in their area of sports?

n = 201


Cash award 122 60.7

Promotion to next grade 12 6.0

Level

Material award 47 23.3

In-service training 20 10.0

Total 201 100

Table 6B revealed that 122 respondents (60.7%) indicated cash award as

employed for motivation of officials, Games master and Coaches who

distinguished themselves, 12 (6%) respondents indicated promotion to nex

grade level, 47 respondents (23.3%) indicated material award, while 20

respondents (10%) indicated in-service training. The findings indicated that the

most adopted strategies employed by secondary schools towards motivating

sports officials, games masters and coaches is cash award for excellence

performance in interscholastic sports programme in Enugu State.

Research Question V

What are the officiating management strategies adopted by sports



Table 7

Which of these officiating strategies employed by your school towards

interscholastic sports programme?

n = 201


Qualified officials 49 24.4

Officiates in Area of

Specialization 107 53.2

Officiates based on good

health

45 22.4

Total 201 100

Table 5 revealed that 49 respondents (24.4%) showed qualified officials

officiate during interscholastic sports programme, 107 respondents (53.2%)

confirmed that officials officiate in their area of specialization, while 45

respondents (22.4%) indicated that officiate based on good health. The most

adopted strategies by sports administrators towards officiating is appointment

officials to officiate in area of specialization in interscholastic sports programme

in secondary schools in Enugu State.

Research question IV

What are the accreditation management strategies adopted by sports

administrators in the secondary school interscholastic sports programme

management?

Which of these accreditation strategies employed by sports administrators

towards interscholastic sports programme in school?

n = 210


Use of admission registers 51 25.4

Use of class terminal result 64 31.8

Use of students ID care 86 42.8

Total 201 100

Table 8revelated that 51 respondents (25.4%) showed that the use of

admission register is employed for accreditation of student athletes/players for

sports competition in secondary schools, 64 respondents (31.8%) showed the

use of class terminal result, while 86 respondents (42.2%) confirmed the use of

student identify card.

Research Question VII

What are the appointment of sports officials management strategies

adopted by sports administrators in the secondary school for

interscholastic sports programme?

Table 9

Which of these appointment strategies employed by sports administrators

towards interscholastic sports programme in secondary schools?

n = 201


Appointment based on good health 68 33.8

Appointment based on excellent

Performance 87 43.3

Appointment based on technical 46 22.9

Knowledge

Total 201 100

Table 9 revealed that 68 respondents (33.8%) showed that appointment of

officials to handle interscholastic sports programme in secondary schools is

based on good health, 87 respondents (43.3%) confirmed excellence

performance, while 46 respondents (22.9%) showed technical knowledge.

Research Question VIII

What are the protest management strategies adopted by sports



Which of these protest strategies employed by sports administrators

during the interscholastic sports programme in secondary school?

n = 201


By protest letter 96 47.8

By abandoning participation 47 23.4

By court action 30 14.9

By act of hooliganism 28 13.9

Total 201 100

Table 10 revealed that 96 respondents (47.8%) confirmed that problems

during interscholastic sports competition are better handled through a protest

letter, 47 respondents (23.4%) revealed by abandoning further participation, 30

respondents (14.9%) revealed by court action, while 28 respondents (13.9%)

revaluated by act of hooliganism.

Summary of Major Findings

The findings of the study are hereby summarized as follows:

1. The most adopted strategy for fund raising by sports administrators of

schools is the sports levy, with a percentage score of 65.6%.

2. The procurement and control of sports equipment in secondary schools by

principals is most adopted strategy with a percentage score of 87.6%.

3. Sport masters are responsible for the supervision of sports facilities

construction in secondary school with a percentage score of 61.7%

4. The most adopted strategy towards motivating student athletes is the

functionary position giving to students, with a percentage score of 46.3%.

5. The most adopted strategy towards motivating sport master, officials and

coaches that distinguished themselves in their area of sports is cash award,

with a percentage score of 60.7%.

6. Officiating officials are allowed to officiate in their area of specialization

during interscholastic sports programme as a most favoured strategy

adopted by sports administrators, with a percentage score of 53.2%.

7. Use of students identity card is most common strategy in the accreditation

of student athletes/players during interscholastic sports programme in

secondary school, with a percentage score of 42.8%.

8. Appointment of sports officials based on excellence performance is most

favoured strategy employed during interscholastic sports programme in

secondary school with a percentage score of 43.3%

9. The most adopted strategy by sports administrators over protest during

interscholastic sports competition in secondary school is the protest letter

with a percentage score of 47.8%.

10. The Chi-square value of 6.78 was greater than 3.841 (table value) as could

be seen in table 9, hence the null hypothesis one (1) was rejected.

11. The null hypothesis two (2) was rejected because table 11 revealed that the

Chi-square calculated value of1967 was greater than the table value of

3841 (See page 61-63).

Discussion of Findings

The findings of the study are discussed below according to the research

questions that guided the study.

Research Question 1

What are the fund raising management strategies adopted by sports

administrators in secondary schools for interscholastic sports programme

management?

Table 1 showed that sports levy in secondary schools is the most

appropriate and favoured strategy in raising fund towards sports programme.

This was confirmed by the percentage score of 65.6%.

The findings was not surprising because according to Nwachukwu (2000)

and Arumona (2004) the most appropriate and common means of generating

fund for sports programme in secondary schools is through the collection of

students sports levy. Achugo (1998) observed that one of the constraints to good

interscholastic sports programme in secondary schools is that of fund raising

management strategy. The implication is that, if fund are not raised and

managed properly, effective interscholastic sports programme in secondary

school will always be a failure.

Table 2 showed that other forms of strategies adopted for raising fund by

sports administrators for interscholastic sports programme in secondary schools

in Enugu State is during inter house sports day. This was confirmed by the

percentage score of 77%.

Table 3 showed that most fund received for interscholastic sports

programme in secondary schools in Enugu State is through money. This is

confirmed by the percentage score of 61.7%. The implications of both findings

are that interscholastic sports programme will be faced with some setback if

inter house sports no longer take place and money not donated by sports lovers.

Research Question 2

What are the equipment management strategies adopted by sports

administrators in the secondary schools for interscholastic sports?

Table 4 showed the responses of the respondents on procurement of

sports equipment and control in secondary schools in Enugu State. It is revealed

that the procurement and control of sports equipment is carried out by principals

of schools with a percentage score of 87.6%.

In support of the above, Onuchukwu (2001) revealed that most principals

of secondary schools are responsible in the procurement and control of sports

equipment in their school. The implication here is that if principal procure and

control sports equipment in their school, the tendency is that, they will always

go for inferior (sub-standard) sports equipment. They will not be readily

available to assign such equipment to student athletes when it is needed as well

as ensuring the collection of these equipment in good condition. These factors,

according to Udo (1985) affect effective preparation, which in turn affects

participation and performance level.

In support of the above view, Obi (2001) revealed that student athletes

poor performance in interscholastic sports competition is as a result of the use of

sub standard equipment and facilities during the preparatory stage.

Research Question 3

What are the facilities management strategies adopted by sports

administration in the secondary schools for interscholastic sports programme

management.

Table 5 showed that sports masters were allowed to supervise the

construction of sports facilitates with a percentage score of 61.7%. This is in

line with the view of Udo (1985) sports facilities construction should involve

experts or professional. This is supported by Odigbo (1985) as he linked the

decaying nature of sports facilities within a short time in schools as a result of

non-experts supervision of sports facilities construction. This factor also affects

students effective training and organizing sports competition at interscholastic

level very often.

Research Quesiton 4

What are the motivation management strategies adopted by sports

administrators in the secondary schools for interscholastic sports programme

management?

Table 6 showed the responses of the respondents on which motivation

strategies employed by sports administrators towards interscholastic sports

programme. It is revealed that the most favoured strategy for motivation is the

giving of functionary position to students athletes with a percentage score of

46.3%. In support, Okpe (2003) observed that it is not surprising because

students feeling is to be accorded prefect position in the school. The method

seems most favoured as most athletes that distinguished themselves in sports

competition are sometimes recommended as school prefect, sports prefect,

hostel prefect, band prefect, labour prefect, hostel accommodation (free) and so

on. The implication of the finding is that most students may not involved

themselves in sports more than ever, since scholarship, cash award and others

are not employed as a motivation strategy.

Research Question 5

What are officiating management strategies adopted by sports

administrator in the secondary schools for interscholastic sports


Table 7 showed the response of the respondents on the most strategy

adopted for officiating, it is observed that area of specialization in considered

towards one officiating with a percentage score of 53.2%.

In supporting, Nwachukwu (2005 Observed that it is not surprising

because most school sports, officials are requested to indicate there area of

sports they are expert, before assigning such sports to officiate. Obi (2001)

indicated that, sports officials who are not expert in the area of sports they

officiate, produces faulty results. He further observed that the greatest problem

facing interscholastic sports programmes is that of using unqualified officials

during sports competition which causes to sports hooliganism.

Research Question 6

What are the accreditation management strategies adopted by sports

administration in the secondary schools for interscholastic sports


Table 8 showed the responses of respondents on accreditation

management strategies adopted by sports administration in the secondary

schools for interscholastic sports programme management. The most adopted

strategy for accreditation is the use of identify card of the students, with a

percentage score of 42.8%.

In support, Okeke (2003) observed that in the present time

athletes/players are paidas machinery to compete as students or a school they do

not belong to during sports competition. He further observed that, the common

way of way of identifying non-bonafide students for sports competitions is the

use of the student‟s should be issued and signed by zonal sports co-ordinators of

each sporting zones of the state. He maintained that this will help check fake

students identify card during interscholastic sports programme, hence producing

a relevant and valid accreditation process.

Research Question 7

What are the appointments of sports official management strategies

adopted by sports administrators in the secondary school for

interscholastic sports programme management?

Table 9 showed the responses of the respondents on adopted strategies

towards appoint of sports official. It is revealed that the most adopted strategy

for the appointment of sports official is based on excellence performance of the

individuals, with a percentage of 43.3%. This implies that consideration is the

sports at a reasonable height. This agrees with Okoh (2001) and Oti (2003) that

appointment of officials to every sports should be based on past records and

performance.

Research Question 8

What are the protest management strategies adopted by sports



Table 10 showed the responses of the respondents on protest management

strategy during interscholastic sports programme. It is revealed that the most

adopted protest management strategy is the protest letter from the aggrieved

school, with a percentage score of 47.7%.

In support, Ojo (2002) observed that most interscholastic sports

competition among secondary schools end up inclusively because there is no

channel of hearing from schools felt cheated by some official‟s decision.

Nweke (2001) and Obi (2002) recommended that a body must be constituted to

handle all problems arising from sports competitions. The implication is that, if

a body is constituted to handle all protest, sports co-ordinators, coaches,

administrators, sports secretary will not take laws into their hand and this will

ensure a smooth and conclusive sports competition among secondary schools in

Enugu State.

Hypothesis 1

The result of the tested hypothesis indicated that there is significant

difference in the management strategies adopted by sports administrators

towards effective management of interscholastic sports programme in secondary

schools in Enugu State based on gender. This agrees with Obi (2002) that men

are favoured most in interscholastic sports programme in secondary schools in

terms of management strategies.

hypothesis 2

The result of the tested hypothesis showed that location make a

statistically significant difference on the management strategies of

interscholastic sports programme in secondary schools in Enugu State.

Nwachukwu (1999) submitted that most students participate in sports because

of the environmental influences. He further stated that, athletes living in urban

areas are favoured with standard facilities and equipment for training, which

enhances high performance.

Hypothesis 1

Table 11

Summary of Chi-square of no significant difference in the management

strategies adopted by sports demonstrators on interscholastic sports programme

based on genders.

Group

Variables

O E(O-e) O-e)2 (O-e)

X

2

Male 82 101-19 361 3.57 6.58

Female 119 101 18 324 3.21

3.12 201 6.78

Table 9 reveal that the X2 value-6.78 was a greater than the critical value

of 3.841 with df = 1 indicated that the null hypothesis that gender has no

significance difference in the management of interscholastic sports programme

was projected. Therefore, gender is significant in the strategies for effective

management of interscholastic sports programme in secondary schools in Enugu

State.

Hypothesis 2

Table 12

Summary of Chi-square of no significant difference in the management

strategies adopted by sports demonstrators based on location.

Group

Variables

O E(O-e) O-e)2 (O-e)

X

2

Urban 69 101-32 1024 10.16 19.67

Rural 132 101 31 961 9.51

201

Table 10 revealed that the x2 value -10.67wasagreaterthan the critical value of

3.841 with df = 1 at 0.05 level of significance which in the management

strategies adopted by sports administration on effective management of

interscholastic sports programme was rejected.

Therefore, location is significant in the effective management of

interscholastic sports programme in secondary schools in Enugu State.

Chapter five

Summary, Conclusion and Recommendation

Summary of Findings

This study was carried out to identify strategies adopted by sports

administration in the management of interscholastic sports programme in

secondary schools of Enugu state. Eighty objectives and eight corresponding

research question were posed to guide the study. Literature for the study was

received under the following sub-headings conceptual framework in

interscholastic sports programme: theoretical framework in interscholastic ports

programme: benefit of effective management strategies in interscholastic

sports programme; empirical studies on management strategies and summary of

review of literature.

The sample for the study comprised two hundred and one respondents

selected randomly from the six education sporting zone in Enugu Sate. Three

education sporting zone were selected. The selected zone were Enugu education

zone, Nsukka education zone and Udi education zone. Two hundred and one

subject as will as two hundred and one copies of questionnaires were distributed

and the same were found usable for data analysis.

The main findings of the study were that:

1. The most adopted strategies for fund raising by sports administrators in

secondary schools is the sports levy, percentage score 65%.

2. The strategy most adopted by sports administrators in secondary schools in

the procurement score 87.6%.

3. The most adopted strategy for facilities management by sports

administrators in secondary schools is sports master, percentage score

61.7%.

4. The adopted strategy for motivation by sports administrators towards

interscholastic sports programme is the giving of functionary positions to

student athletes, percentages score of 46.3%.

5. The adopted strategy employed by sports administrators towards officiating

in interscholastic sports programme is officiating in the area of

specialization, percentage score 53.2%.

6. The strategy adopted mostly by sports administrators in secondary schools

towards accreditation of student athletes is the use of students identity card,

percentage score 42.8%.

7. The most adopted strategy for appointment of officials by sports

administrators in secondary schools in based on excellence performance

from the individual, percentage score 43.3%.

8. The most adopted strategy for protest by sports demonstrators in the event

of any problem arising during interscholastic sports programme in

secondary schools is protest letter, percentage score 47.8%.

Conclusion

Based on the findings of the study, the following conclusions were drawn

1. Students sports levy should not be the only means of raising fund in

secondary schools for sports programme in Enugu State.

2. The strategy for the procurement and control of sports facilities and

equipment should not rest in hands of principles of secondary schools, as it

tends to hinder effective sports programme.

3. Poor motivation strategy affects the success of sports programme in

secondary schools in Enugu State.

4. Non-bonafide students were screened out with the use of students I.D cards

for interscholastic sports programme in secondary schools?

5. The strategy adopted towards accreditation of student athletes should not

be carried out with one item only towards interscholastic sports programme

in secondary schools in Enugu State.

6. Appointment of officials to officiate in interscholastic sports programme

must be technical sound and physically fit.

7. Qualified officials in terms of excellence performance and assigned to area

of specialization must be employed during interscholastic sports

programme.

8. Sports masters should be part of supervision of sports facilities

construction in the secondary schools.

Recommendation

On the basis of the findings and conclusion of the study, the following

recommendations were put forward:

1. Procurement of sports equipment and supervision of construction of

facilities should be carried out by the sport master and committee

members.

2. Students, coaches and physical education teachers should be

adequately motivated by cash award, improved salary pay, scholarship

award, promotion, giving functionary positions to students to enhance

and improve interscholastic sports programme.

3. The school should involved students and the immediate communities

into the school sports committee, to ensure effective decision-making

on sort‟s programme.

4. Appointment of officiating officials should be based on present form

and knowledge of the area of sports to be employed.

5. Accreditation of students to compete for honour should be done

centrally to ensure objectivity and transparent exercise.

Suggestion for Further Study

Further studies are suggested in the following areas:

1. Strategies for effective management of sports participation among

secondary schools students in Enugu State.

2. There should be a study to compare strategies and adopted in

secondary schools and other tertiary institutions of Enugu State and

beyond.

3. There should be a study to identify factors affecting strategies adopted

towards a successful interscholastic sports programme in secondary


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APPENDIX 1

LIST OF EDUCATION SPORTING ZONES IN ENUGU STATE

1. Agbani Education Sporting Zones.

2. Enugu Education Sporting Zones

3. Nkanu Education Sporting zones

4. Nsukka Education Sporting Zones

5. Obollo-Afor Education Sporting Zones

6. Udi Education Sporting Zones.

APPENDIX II

Selected Education Sporting Zones Used in the Study

S/No. Name of Zones No. of Male No. of Female No of Mixed Total

Schools School Schools Total

1. Enugu Ed Zone 1 2 1 4

2. Nsukka Ed Zone 3 2 3 8

3. Udi Ed Zone 2 2 2 18

S/No. Education Sporting Zone No. of No. of No of Mixed Total

Students Prefects Coordinators

1. Enugu Ed Sporting Zone 30 4 1 35

2. Nsukka Ed Sporting Zone 94 8 1 103

3. Udi Ed. Sporting Zone 56 6 1 63

Total 180 18 3 201

Department of Physical/Health Education

University of Nigeria

Nsukka

Appendix III

Dear Respondent,

Strategies Adopted Sports Administrators for Management of

Interscholastic Sports programme

Questionnaire The questionnaire is designed to seek for information on the strategies

adopted for effective management of interscholastic sports programme in

secondary schools in Enugu Education Zone of Enugu State. Your participation

actively means to ensure proper interscholastic sports programme development

in your school. The information you provide will be a strong guide towards as

the development of the most appropriate strategies for effective management of

interscholastic sports programme in your schools.

Please, you are requested to tick ( ) against the responses you have

chosen. No answer is wrong or right and be fully assured that all your responses

supplied in the questionnaire will be treated with utmost confidence and used

only for the purpose of the research. Please, you‟re the questionnaire presented

to you.

Thanks for your continued co-operation

OGBU ROBERT OKEY

(investigator)

Section A

Personal Data

Please tick () only one option as it applies to you

1. Gender (a) [ ] Male (b) Female [ ]

2. Location of School (a) Urban [ ] (b) Rural

3. School type (a) Girls only [ ] (b) Boys only [ ] (c) Mixed Boys and

Girls [ ]

4. P.E.S. Specialist (b) [ ] Non [ ] P.E Specialist [ ]

Section B

1. Which Strategies adopted in raining fund to mange your interscholastic

Sports programme (a) Students Sports levy [ ] (b) PTA Sports levy [ ] (c)

other specify _______________

2. Which of these other strategies have been organized to raise fund to manage

interscholastic sports in your schools? (a) Interhouse sports day [ ] (b) send

off party [ ] (c) sports week [ ] (d) others specify _______________

3. What form of sports fund have your school ever received? (a) Money(b)

Equipment [ ] (c) Facilities [ ] (d) others specify

4. Who controls sports facilities, equipment and supplies in your school? (a)

principal [ ] (b) Equipment [ ] (c) sports master [ ] (c) Sports prefect [ ]

(d) others specify _________________

5. Who assigned sports materials to athletes/players usage in your school (a)

principal [ ] (b) Sports masters [ ] (c) Sports prefect [ ] (d) others specify

____________________________

6. How long are athletes/players allowed to use equipment assigned to them?

(a) throughout the school session [ ] (b) Weekly basis [ ] (c) Monthly Basis

[ ] (d) other specify ____________________

7. Where does the school equipment and supplies keep in your school? (a)

Principal‟s office [ ] (b) Sports store [ ] (c) Bursar‟s office [ ] (d) other

specify _______________________

Section C

Strategies on motivation of athletes,. Coaches and physical education teachers,

during interscholastic sports programme.

8. Which of these motivational strategies employed by your school towards

interscholastic sports programme? (a) Promotion [ ] (b) Cash award [ ]

(c) Scholarship award [ ] Sports honour award [ ] (e) Training Course

award [ ] (f) None [ ]

9. Are student athletes, sports officials and coaches who distinguished

themselves in sports adequately motivated in your school? (a) yes [ ] (b)

No [ ]

10. How do your school ensure commitment to interscholastic sports

programme? (a) providing equal opportunity of being selected for

interscholastic sports [ ] (c) Addressing all problems facing sports

participants in school [ ]

11. Does the school provides adequate sports equipment and supplies to

participating athletes and officials? (a) yes [ ] (b) No [ ].

12. Does the school camp athletes and pay all allowances due to all before

interscholastic sports competitions? (a) yes [ ] (b) No [ ]

Strategies on accreditation of athletes during interscholastic sports porgramme.

13. Does your school ensure that bonafide (students from the school) athletes

represent their school during interscholastic sports? (a) yes [ ](b) No [ ]

14. What method does your school employ during accreditation of students

athletes during interscholastic sports programme? (a) Use of admission

register [ ] (b) Use of Class terminal result [ ] (c) others specify

___________________

15. Appointment of officials during the interscholastic sports programme is

based on (a) knowledge of the game of sports [ ] (b) having participated

in such sports [ ] (c) others specify _________________________

16. Do your school employ specialist to officiate during interscholastic sports

programme? (a) Yes [ ] (b) No [ ]

17. Do these officials follow the rules and regulations guiding athletes and

games during officiating interscholastic sports programme? (a) Yes [ ] (b) [

]

Strategies on handling of protest in interscholastic sports programme.

18. How are problems during interscholastic sports programme being handled

by sports officials or schools? (a) By protest [ ] (b) By abandoning

participation [ ] (c) By court action [ ] (d) others specify

______________

19. Do your school prefer abandoning further participation instead of putting up

a protest letter during any problem in interscholastic sports programme? (a)

Yes [ ] No [ ]

Strategies in enhancing effective management of interscholastic sports

programme.

20. Are there good working relationship among staff for functional

interscholastic sports programme in your school? (a) Yes [ ] (b) No [ ]

21. Which ways does your school adopt information flow in an outside the

community? (a) personal contact [ ] (b) Letter [ ] (c) PTA meetings [

].

22. Are there representatives from the community in your sports committee?

(a) Yes [ ] (b) No [ ]

23. How do you relate with the community with regards to the use of sports

materials, especially equipment and facilities (a) it is free use [ ] (b)

Permission must be obtained before use [ ] (c) others specify [ ]

24. How Hoes parents and athletes being informed of the children and

athletes participation in interscholastic sports programme? (a) By Letter

writing [ ] (b) By oral message [ ] (c) other specify _________________

DISTRIBUTION OF SCHOOLS SELECTED FOR THE STUDY

ZONE MALE

SCHOOL

FEMALE

SCHOOL

MIXED

SCHOOLS

TOTAL

Enugu Educ.

Zone

CIC Enugu Queens Sec. Sch.

Enugu

Union Sec. Sch.

Eha-Amufu

4

Nsukka

Educ. Zone

STC Nsukka

Boys Sec. Sch

Opi Nsukka

High School

St. Cyprian Girls

Sec. Sch. Nsukka

Fed. Girls

College ejje

Comm. Sec. Sch.

Obukpa

Community Sec.

Sch. Ezimo

8

Udi Educ.

Zone

Comprehensive

Boys Sec. Sch.

Aguobi Iwollo

Amaozalla Afa

Girls Sec. Sch.

Girls Sec. Sch.

Abor

Comm.. Sec. Sch.

Ukana

Comm. Sec. Sch.

Aguobi Owa

6

Department of Physical/Health Education

University of Nigeria

Nsukka

15th October 2007

TO WHOM IT MAY CONCERN

INFORMATION ON PROJECT

The under listed name is a student of the Department of Physical/Health

Education University of Nigeria, Nsukka is carrying out a project on strategies

adopted by sports administrators in the management of interscholastic sports

programme in secondary school in (Administration of Physical Education and

Sports).

This is to request for your kind co-operation to enable him have access to

information and to provide him with other forms of assistance that may be

useful and required.

Students Name

Ogbu Robert O.

Reg. No PG/M.ED/03/34205

Dike, D.O

Head of Department

Documents

Health and Physical Education UNIVERSITY OF NIGERIA · sport administrators in secondary schools in enugu state, nigeria a project report presented in the department of helath and