IMPACT OF SPORTS ACTIVITIES ON STUDENTS MENTAL HEALTH

NTCC PROJECT REPORT

by

ABHISHEK GANGULI

ENROLLMENT NO:-A36106417111

Amity School of
Business Amity
University Jharkhand
Ranchi
2019

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 AMITY UNIVERSITY JHARKHAND

PROJECT REPORT-2018

PROJECT TITLE: Impact of sports activities on students mental health

PROGRAMME: BBA (A)
SEMESTER: 4th
NAME OF STUDENT: ABHISHEK GANGULI
ENROLLMENT NO: A36106417111
BATCH: 2017-2020
DURATION: 33 days
NAME OF GUIDE: Dr. Madhuri Mahato

Internal Guide Student

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 DECLARATION BY THE CANDIDATE

I hereby declare that the matter in the project report entitled “Impact of sports activities on
students’ mental health” submitted to Dr. Madhuri Mahato, Professor, Amity University, Ranchi
is a bonafide and genuine research project under the guidance of Dr. Madhuri Mahato. The work
done in the report is original and has not been submitted earlier for the award of any degree,
diploma, or fellowship of any other university or institution.

Date:
Name: Abhishek Ganguli
Enrollment no: A36106417111

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 CERTIFICATE BY THE GUIDE

This is to certify that the report entitled “Impact of sports activities on students’ mental health” is
a bonafide research work carried out by Abhishek Ganguli , which is submitted in partial
fulfilment for the award of the degree of BBA in the Amity University, Ranchi

Date: Prof. Dr. Madhuri Mahato

Place: Ranchi, Jharkhand

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 ACKNOWLEDGEMENTS

I would like to thank Dr. Madhuri Mahato for giving me such interesting and challenging topic to
carry out my experimental research project.
I would also like to thank ma’am for helping me, guiding me by providing relevant and important
concepts and other important data regarding my experimental work.

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 TABLE OF CONTENTS

SL. TOPIC PAGE NO.

NO.

1. Abstract 7

2. Introduction 8

3. Research Methodology 13

4. Data Analysis , Result & Questionnaire 14

5. Conclusion 28

6. References 29

7 Appendix 30

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ABSTRACT

This chapter discusses mental health in college. The topics covered include: what are the aims
of mental health programs in colleges; what is the history of mental health programs in
colleges; what are the major emotional or psychiatric problems with which colleges deal;
what are the causes of these disturbances; are these problems different in the various kinds of
colleges; what percentage of colleges have mental health programs? is this rate changing,
how many students are served by these programs; how many psychiatrists and other mental
health personnel are there in these programs, what are their specialties; are other college
personnel involved in the programs; do these figures represent an adequate overall program;
how does the individual come into contact with the program, is there a fee; what kinds of
treatment are available in colleges; what is the principal purpose of treatment; what is the
record of success of treatment; what percentage of individuals continue care after leaving
college; are there organizations in the community which are concerned with mental health in
college; what steps have colleges taken for the prevention of emotional and psychiatric
problems among students, have any changes been made for this purpose in college routines,
facilities, or curricula; do secondary schools have any mental health programs which relate to
college mental health programs; could more extensive psychological testing help to avert the
occurrence of emotional and psychiatric problems in college; what part of the college mental
health program is concerned with the prevention of emotional and psychiatric problems in the
student after he has finished his education; do studies of mental health in college serve the
purposes of general research into human behavior; and based on current studies, what might
be predicted about the methods and scope of mental health programs in colleges in the near
future.

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INTRODUCTION

UNDERSTANDING STUDENTS MENTAL HEALTH : COMMON ISSUES

AND SUPPORT
Many students feel fear when first recognizing a mental health issue within themselves, as
they might not be able to figure out where it came from. Students who previously felt nervous
during public speaking but suddenly experience overwhelming panic understandably struggle
to figure out what changed. Factors such as significant life changes, politics, family,
academic pressure, relationship issues, and money can all contribute to changes in mental
health. NAMI also reports that exercise, sleep, and diet can help students feel better or worse,
depending on how well they take care of themselves.

INCREASING AWARENESS : TRENDS IN GOVT. COLLEGES

MENTAL ILLNESS IN SUICIDE : Suicide is the third leading cause of death in
students aged 10-24 , with 90 percent of those dying by suicide having an underlying mental
illness.
JUVENILE JUSTICE : of the youth in local or state juvenile justice centers , 70 percent have
a mental illness.

STRESS AND ANXIETY

The Anxiety and Depression Association of America found that one in eight children are
affected by anxiety, yet 80 percent of those with a diagnosable anxiety disorder do not receive
treatment. By going without counseling, medication, and other helpful tools for treating
anxiety, children are likely to experience long–reaching issues. Anxiety disorders have been
on the rise in K–12 children since at least the 1950s and studies show that numbers are
expected to continue rising in the coming years.
Anxiety can be a normal part of childhood if experienced in phases, but students with
continued symptoms often have a treatable anxiety disorder. Stress and anxiety hinder
academic success more than any other non-academic factors. In addition to hurting
concentration, both can lead to racing thoughts, poor judgment, and impaired memory. On the
emotional spectrum, depression, agitation, and the inability to relax can result, leading to
procrastination or, for some students, self-medication with drugs and alcohol. Anxiety and
stress may also manifest themselves physically, causing students to suffer from nausea, rapid

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heartbeat, dizziness, and chest pains.

DEPRESSION
The National Institute of Mental Health found that approximately 11 percent of children are
diagnosed with a depressive disorder by the age of 18. While gender does not seem to play a
role prior to puberty, girls are twice as likely to have depression as boys after adolescence.
Students who come from a family with at least one depressive parent are also at a higher risk
for developing depression themselves.
Depression is extremely debilitating and can prevent adolescents from engaging in many day-
to-day activities, including completing schoolwork. People who suffer from depression may
display a number of symptoms, such as poor concentration, changes in sleep and eating
habits, low energy and mood, and panic attacks. When depression manifests, it can be
difficult for students to get motivated enough to study for tests, work on assignments, or even
attend classes. If the condition is not diagnosed and treated as soon as possible, students may
have a harder time academically as they move up from one grade level to the next.

DRUG USE AND ALCOHOLISM

A study by the National Institute on Drug Abuse (NIDA) states that 70 percent of high school
seniors have tried alcohol, 50 percent have tried an illegal drug, and more than 20 percent
have used prescription drugs for a non–medical purpose. While experimenting with alcohol
and drugs is often a normal part of the older student experience, overuse of these substances
causes both academic and non–academic consequences that, if left untreated, can last a
lifetime. Among adolescents, substance abuse can cause neurological damage that directly
influences academic performance, such as harm to verbal skills and memory. These students
may perform poorly in their middle school or high school classes, leading to lower grades and
overall lack of motivation. Other issues could include automobile accidents, violence, and
unprotected sex.
The good news is that NIDA’s Monitoring the Future survey found that use of illicit drugs
(outside marijuana) is at its lowest level in two decades, while binge drinking has shown a
five-year decline among students in all grade levels. With high school seniors, the perception
of risk associated with binge drinking increased significantly in 2018.

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EATING DISORDERS
Data from the National Institutes of Mental Health found that 21 was the median age of onset
for binge eating disorder, while it sat at 18 for both bulimia and anorexia. Despite these
numbers, it’s not uncommon for middle and high school students to develop eating disorders
– this is disproportionately true if they are female.
Students with anorexia and bulimia experience a number of physical side effects—such as
headaches, nausea and fatigue—that can make it more difficult to succeed in the classroom.
In addition, these disorders can impair cognitive function and development in teenagers,
which also can have long-lasting consequences. Similarly, eating disorders can lead to
depression and anxiety, which impede students’ motivation to do coursework and cause
behavioral problems that make it difficult to learn.

POST TRAUMATIC STRESS DISORDER (PTSD)

Data from Stanford Child’s Health suggests that approximately four percent of all children
experience some type of trauma while still under the age of 18—these incidents can lead to
Post Traumatic Stress Disorder throughout their lives. Of those children and adolescents who
experienced trauma, approximately seven percent of girls and two percent of boys will
receive a PTSD diagnosis.
Post-Traumatic Stress Disorder (PTSD) can occur when someone experiences a traumatic
stressor in their life. While people often think of PTSD as something that only affects
veterans coping with their experiences on the battlefield, the condition can be caused by a
number of traumatic experiences—such as serious accidents, domestic abuse, assaults or non-
violent crime. In addition, PTSD can also be caused by witnessing a traumatic event.
PTSD can have serious effects on the brain that impair memory and make it difficult for
students to do well in school. In addition, these students may also experience panic attacks
and a lack of motivation or concentration, as well as disordered sleeping and eating patterns.
All of these symptoms make it difficult for students to pay attention in class and keep up with
their assignments, potentially leading to poor grades.

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GENERAL TECHNIQUES
Receiving treatment from psychological and medical professionals is one of the best things
students and their families can do when faced with a mental health issue but is by no means
their only defense. There are many steps that students can take to augment their treatment and
live healthfully in the hopes of offsetting some symptoms. That being said, self-diagnosis and
self-treatment can be dangerous if used in place of professional help. The tips given herein
should be explored in concert with a trained specialist.

HEALTHY SLEEP HABITS :- Not getting enough sleep is a common problem for
students, but it can actually do more harm than good. In fact, long-term sleep deprivation is
linked to a decrease in grade point average. And for students being treated for conditions like
depression, ADHD, anxiety and PTSD, sleep deprivation can exacerbate their challenges. To
combat this, students should make it a priority to adopt healthy sleep habits, such as going to
sleep and waking up at the same time every day, getting around eight hours of sleep each
night, and taking naps to make up for lost sleep.

THOUGHTFUL AND CONSISTENT MEALS :- Diet can affect a student’s

memory, ability to learn and stress levels. For those being treated for depression and anxiety
with medication, a healthy diet is also important because weight gain may be a side effect.
Some healthy eating habits that these students can adopt include eating breakfast every day,
keeping a regular meal schedule, and avoiding meals late at night. When choosing foods, it’s
important to limit junk food and meals from fast food restaurants, eat fresh fruits and
vegetables every day, and avoid drinks filled with sugar and caffeine.

EXERCISE :- For those suffering from mental illnesses, exercise can be an extremely
important part of their recovery because it releases endorphins in the body that improve mood
and contribute to feeling calm. In addition, exercise helps to improve energy levels, sleep,
memory, and the ability to focus on tasks—all of which can contribute to better grades.
Exercise also helps students who need to lose weight meet their goals, which raises their self-
esteem and makes them feel a sense of accomplishment.

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MEDIDATION AND OTHER RELAXING BEHAVIOUR :- Meditation helps
people slow down their minds, which is beneficial to those who have problems with
concentration. In addition, meditation is associated with decreased stress, better sleep
patterns, and a more positive mood. Similarly, other relaxation exercises like deep breathing,
progressive muscle relaxation, and guided visualizations can help increase clarity and focus.

MUSIC , ART , AND OTHER CREATIVE OUTLETS :- Keeping up with hobbies,

such as artistic endeavors like playing an instrument, painting, and writing, can help students
feel good about themselves and express their feelings in an enjoyable way. Not only do
hobbies make people feel accomplished, these activities also activate areas of the brain
associated with happiness. The more these students engage in creative hobbies, the more they
can keep harmful feelings at bay.

TALKING TO PEERS :- People with mental health challenges often isolate themselves
from other people because they believe they won’t be accepted or understood. But
maintaining friendships and connecting with peers is actually what they need to feel better
about themselves. By talking to peers, these students can get the support they need when
they’re having a bad day, as well as helpful advice on how to handle different problems in
their lives.
PETS :- Students who are able to have pets can reap a number of mental and emotional
benefits from regular contact with their animals. Animals can be a source of affection that
makes people feel better about themselves and reduces loneliness. In addition, pet owners feel
needed and develop routines around the care of their animals, which can help them feel
emotionally stable.

READING :- In many cases, the only reading students have time for is related to school.
However, reading for pleasure can help them emotionally, as well as academically. On an
academic level, reading can improve vocabulary, concentration, and memory. Mentally,
reading can help reduce stress, while giving students interesting things to talk about which
can be an important part of building connections with others and increasing self-esteem.

LAUGHTER :- Students with mental health problems may not feel like there’s much in
their live to laugh about, but laughter can actually help put them in much healthier frames of
mind. Also, laughter affects the brain in ways that enhance academic performance such as

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increasing the ability to retain information and pay attention.

RESEARCH METHODOLOGY
The main source of data for the study is Primary data. The type of study is quantitative study
which is descriptive in nature. This whole study is done by primary data analysis through
survey by making questionnaire.

DATA COLLECTION METHODS :- Data collection is a process of collecting

information from all the relevant sources to find answers to the research problem, test the
hypothesis and evaluate the outcomes. Data collection methods can be divided into two
categories: secondary methods of data collection and primary methods of data collection.

 SECONDARY METHODS :- Secondary data is a type of data that has already

been published in books, newspapers, magazines, journals, online portals etc. There is
an abundance of data available in these sources about your research area in business
studies, almost regardless of the nature of the research area. Therefore, application of
appropriate set of criteria to select secondary data to be used in the study plays an
important role in terms of increasing the levels of research validity and reliability.

These criteria include, but not limited to date of publication, credential of the author,
reliability of the source, quality of discussions, depth of analyses, the extent of
contribution of the text to the development of the research area etc.
 PRIMARY METHODS :- Primary data collection methods can be divided into
two groups: quantitative and qualitative.

Quantitative data collection methods are based in mathematical calculations in various

formats. Methods of quantitative data collection and analysis include questionnaires with
closed-ended questions, methods of correlation and regression, mean, mode and median and
others.

Quantitative methods are cheaper to apply and they can be applied within shorter duration of
time compared to qualitative methods. Moreover, due to a high level of standardisation of
quantitative methods, it is easy to make comparisons of findings.

13
Qualitative research methods, on the contrary, do not involve numbers or mathematical
calculations. Qualitative research is closely associated with words, sounds, feeling, emotions,
colours and other elements that are non-quantifiable.

Qualitative studies aim to ensure greater level of depth of understanding and qualitative data
collection methods include interviews, questionnaires with open-ended questions, focus
groups, observation, game or role-playing, case studies etc.

Your choice between quantitative or qualitative methods of data collection depends on the
area of your research and the nature of research aims and objectives.

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Data analysis
Data analysis was carried out with the help of Microsoft office tools software program. The
results were presented as descriptive statistics. Regarding the correct tool, there is in front of
each item estimate balance consists of one degree, where the "No" give (2) , "Yes" to give (1)
, “Maybe” to give (3).

FOR THIS STUDY,

 SAMPLE SIZE- 56 RESPONDENTS.


 SAMPLING UNIT- PRIVATE COLLEGE STUDENTS.

 SAMPLING AREA- RANCHI , JHARKHAND , INDIA.



FIG :- 1 : CORRELATION.

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 Q2&Q8:- Sports as an important for overall growth & sports as an impediment in
academics ?
Here , Correlation is highest i.e. 0.2685 therefore we see that in this survey that sports
helps in overall growth but academics is too important as by doing this survey I found
that most of them goes academics than sports and those who are in sports are mostly
not good in academics .

 Q4&Q5:- College provide extra credits for engaging in sports & college provide
adequate sports facilities ?
Here , Correlation is the second highest i.e. 0.2222 therefore we see that in this survey
that college students are engaging in sports as college provide adequate sports
facilities .

 Q2&Q3:- Sports gives you a overall growth and development & how many hours they
spend ?
Here , Correlation is third highest i.e. 0.213201 therefore we see that in this survey
that college provide adequate sports facilities and many hours they play by doing such
things the development of a student is good.

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Results

FIG:-2 : SUMMARY OF SURVEY

Here we calculate the sum (mean) , average and variance from the collected data and we
conclude that that actually sports activities affect the mental health of students in overall
development and by playing any sports helps them to make decisions at faster rate and help
them to be fit mentally and physically as well.

FIG :- 3 DISCRIPTIVE STATISTICS

This figure shows the calculation different statistical tools used for each questions of a
sample. Here in this every question has mean , median , mode , SD , range , minimum ,
maximum , sum and total count of a sample used in a survey.

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 QUESTIONNAIRE:-

Question 1 :

JUSTIFICATION :- The above pie- chart shows that 89.3% of the respondents are engaged
in sports while 10.7% of them are not engaged in sports. This represents that most of them are
likely to be concerned about their physical health,fitness,etc.

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QUESTION 2:

JUSTIFICATION :- The above pie chart shows that 69.6% of respondents spend 1-2 hours in
a day in sports activities , 25% of them spend 2-3 hours in a day in sports activities , rest of
the respondents spend 3 or more hours in a day in sports activities.

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QUESTION 3 :

JUSTIFICATION :- The above pie chart shows that 96.4% of respondents helps to relieve
everyday stress levels , rest of them helps to relieve everyday stress levels .

20
QUESTION 4 :

JUSTIFICATION : The above pie chart shows that 42.9% of the student get extra credits for
engaging in sports , 57.1% of the student didn’t get extra credits for engaging in sports

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QUESTION 5 :

JUSTIFICATION : The above pie chart shows that 51.8% of the college students are
generally good at sports , 48.2% of the college are not generally good at sports .

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QUESTION 6 :

JUSTIFICATION : The above pie chart shows that 66.1% of the students involvement in
sports as an impediment to the academics is being done , 33.9% of the students involvement
in sports as an impediment to the academics is being not done .

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QUESTION 7 :

JUSTIFICATION : The above pie chart shows that 30.4% of the students attitude towards
academics is to above or beyond and 69.6% of the students attitude towards academics is to
just pass.

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QUESTION 8 :

JUSTIFICATION : The above pie chart shows that 8.9% of the students has a plan on
pursuing sports as a professional career , 55.4% of the students has dropped the plan pursuing
sports as a professional career , 35.7% of the students is still not have a plan on pursuing
sports as a professional career.

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QUESTION 9 :

JUSTIFICATION : The above pie chart shows that 57.1% of students college provide
adequate sports facilities , 42.9% of the students college does not provide adequate sports
facilities .

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QUESTION 10 :

JUSTIFICATION : The above pie chart shows that 96.4% of the students consider sports as
an important element for overall growth and development , 3.6% of the students doesn’t
consider sports as an important element for your overall growth and development .

27
Conclusion

Based on the analysis, I can conclude that everyone among students are always wanted to
engaged in sports activities. Here I also conclude that mostly the students engage 1-2 hours &
2-3 hours for mental health . Favorite sports helps the students to relieve everyday problem
and tension. It also conclude that college / university helps students for extra credit in
engaging in sports. Students also give good attitude towards sports which help them in
gaining good habits like physical health , mental health , etc . But it also conclude that mostly
students don’t want sports as a professional career as it has a risk to become successful in
there sports they like. Here it also conclude that most of the students think that while playing
sports help them to become more stronger in mental as well as physical fit and also helps
them to become good in there game.

Finally, there is high level of mental health among university students and there are
significant differences between students-athletes and students-non athletes. Thus, sports have
potential to be of benefit for mental health of university students and emphasize importance
of the mental health of university students through its integration in the various recreational
and competitive activities.

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References

 Ahmadi J, Samavat F, Sayyad M, & Ghanizadeh A. Various types of exercise and

scores on the Beck Depression Inventory. Psychological Reports, 2002; 90(3): 821–
822.

 AUCCCD. College students’ mental health is a growing concern, survey finds.

Monitor on psychology, 2013;44(6): 13-20.

 Biddle SJH, & Mutrie N. Psychology of physical activity: Determinants, well-being

and interventions. London: Routledge; 2001.

 Carless D, & Douglas K. A golf programme for people with severe and enduring
mental illness. Journal of Mental Health Promotion, 2004;3(4): 26–39.

 Carless D, & Sparkes A. Narrative, identity and mental health: How men with serious
mental illness restory their lives through sport and exercise. Psychology of Sport and
Exercise, 2008; 9(5): 576–594.

 Craft LL. Exercise and clinical depression: Examining two psychological

mechanisms. Psychology of Sport and Exercise, 2005;6(2): 151–171.

 Craft LL, & Perna FM. The benefits of exercise for the clinically depressed. Primary
Care Companion, Journal of Clinical Psychiatry, 2004; 6: 104–111.

29
 APPENDIX

1. Do you engage in sports ?

 Yes
 No

2. How many hours in a day do you engage in sports activities ?

 1-2 hours
 2-3 hours
 3 or more hours

3. Does your favorite sports helps to relieve your everyday stress levels ?
 Yes
 No

4. Does your college / university provide extra credits for engaging in sports ?
 Yes
 No

5. Are top college performers also generally good at sports ?

 Yes
 No

6. Do you consider your involvement in sports as an impediment to your academics ?

 Yes
 No

7. What is your attitude towards academics?

 To just pass
 To go above or beyond

8. Do you plan on pursuing sports as a professional career ?

 Yes
 No
 Maybe

9. Does your college / university provide adequate sports facilities ?

 Yes
 No

10. Do you consider sports an important element for your overall growth and
development ?
 Yes
 No

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 Student Name: ABHISHEK GANGULI
Enrol No: A36106417111

Program: BBA, Sem-IV, Batch: 2017-2020

Title: IMPACT OF SPORTS ACTIVITIES ON STUDENTS MENTAL HEALTH

NTCC Weekly Progress Report (Major Project); Wk. No: 1 Duration: 33 days

DAYS / Date Summary

MON / 25-03-19 Got the topic “IMPACT OF SPORTS ACTIVITIES ON STUDENTS MENTAL

HEALTH”

TUE / 26-03-19 Surfed on the web about MENTAL HEALTH

WED / 27-03-19 Watched videos on YouTube and discussed with my group

THU / 28-03-19 Gone through the different sites to increase the concept & knowledge on
MENTAL HEALTH

FRI / 29-03-19 Thinking about what increases the potential

SAT / 30-03-19 Searching for relevant pictures

(Student Signature with Date) (Faculty Guide Signature with Date)

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 NTCC Weekly Progress Report (Major Project); Wk. No: 2 Duration: 33 days

Summary
DAYS / Date
Searched about role of MENTAL HEALTH in STUDENTS’
MON / 31-03-19
LIFE.

TUE/ 01-04-19 Got to know about importance of MENTAL HEALTH

WED / 02-04-19 Learnt about how to be happy and positive during failure

THU / 03-04-19 Got to know about importance of MENTAL HEALTH

FRI / 04-04-19 Started working on my NTCC project file

SAT / 05-04-19 Discussed with my faculty

(Student Signature with Date) (Faculty Guide Signature with Date)

32
 NTCC Weekly Progress Report (Major Project); Wk. No: 3 Duration: 33 days

DAYS / Date Summary

MON / 06-04-19 Reading books relevant to my MENTAL HEALTH.
TUE/ 07-04-19 Researching about MENTAL HEALTH and its types.
WED / 08-04-19 Noting the points as well as the information related to Event
Mangement
THU / 09-04-19 Surfed the web about the Risks and challenges of Event
Management.
FRI / 10-04-19 Getting the examples of optimist people.
SAT / 11-04-19 Surfed the web about the MENTAL HEALTH.

(Student Signature with Date) (Faculty Guide Signature with Date)

33
 NTCC Weekly Progress Report (Major Project); Wk. No: 4 Duration: 33 days

DAYS / Date Summary

Got the information about the MENTAL HEALTH and its
MON / 12-04-19
role.

TUE/ 13-04-19 Note down the MENTAL HEALTH effects.

WED / 14-04-19 Risks and Challenges of MENTAL HEALTH

THU /15-04-19 Role of MENTAL HEALTH in our life.

FRI / 16-04-19 Finished the topic about MENTAL HEALTH

SAT / 17-04-19 Getting the extra information about MENTAL HEALTH.

(Student Signature with Date) (Faculty Guide Signature with Date)

34
 NTCC Weekly Progress Report (Major Project); Wk. No: 5 Duration: 33 days

DAYS / Date Summary

MON / 18-04-19 Noting the points relevant to happiness in life.

TUE/ 19-04-19 Getting the pictures relevant to the topic.

WED / 20-04-19 Surfed the about the MENTAL HEALTH and its importance.

THU /21-04-19 Studies from web about the people being happy and its effect.

FRI / 22-04-19 Putting in the sequence about MENTAL HEALTH.

SAT / 23-04-19 Writing about the MENTAL HEALTH and concluding the topic.

(Student Signature with Date) (Faculty Guide Signature with Date)

35
 NTCC Weekly Progress Report (Major Project); Wk. No: 5 Duration: 33 days

DAYS / Date Summary

WED / 24-04-19 Re-checking the project and rectifying the errors.
THU/ 25-04-19 Project is finally completed and ready for the submission.
FRI / 26-04-19 Project is submitted successfully

(Student Signature with Date) (Faculty Guide Signature with Date)

36