State exams have “strong negative impact” on participation in sport

State examinations have a “strong negative impact” on the participation of children in sport, which in turn has “a lasting effect” on the likelihood of participation in later life.

Keeping Them in the Game: Taking Up and Dropping Out of Sport and Exercise in Ireland points out that the health issue most commonly associated with sport is obesity – and childhood obesity "reduces employment prospects and the likelihood of partnership as an adult".

According to the research, almost all primary school students take part in sport but many drop out during their secondary school years. In spite of this, those who do play sport get better Leaving Certificate results.

Roughly one in 10 regular participants drops out of sport, while those who continue to participate reduce their number of activities.

'Clear effect'
State examinations have a "clear effect" with participation falling off towards third year, rising for those who do transition year and falling again during fifth and "especially" sixth year. This pattern is more pronounced among girls.

The relationship between participation in sport and exams also varies by social class. Students with parents in professional or managerial occupations have higher participation rates but the gap narrows and even reverses in sixth year.

The research speculates that students from middle-class backgrounds “may be more likely to be affected by the points race for third-level places”.

Children from families in lower occupational classes have “similar rates” of participation in sport at school to middle- class children, but are less likely to play sport outside of school.

While time spent watching television has “no impact” on participation at primary school level, an effect emerges at second level when the negative effect of television and video games on participation “strengthens” in exam years.

“All these findings suggest that as exams approach, students’ behaviour reflects time constraints and that something has to give.”

In spite of this, the relationship between participation in sport and exam performance is positive. Those who participate in sport tend to get better results.

However, this “does not necessarily mean participation improves performance”, as the results could be explained by students who are confident of doing well in exams being happier to keep participating in sport.

The impact of impending exams also alters the relationship between participation in sport and other leisure activities. While students who participate in arts-related activities are generally more likely to play sport, this effect “disappears or even reverses” during exam years.

Furthermore, dropping out of sport during fifth and sixth year has a “negative impact” on the likelihood of continuing activities undertaken at school after leaving.