The The effect of soccer learning on academic stress among high school students

Abstract

Background: Grade XII students face escalating academic pressures, ranging from rigorous school curriculums to university entrance preparations. This condition often triggers high levels of academic stress, characterized by anxiety, fatigue, and decreased motivation. While Physical Education is mandatory, its potential as a structured mental health intervention remains underutilized in the school system. Aims: This study aims to empirically evaluate the role of structured soccer learning within Physical Education classes in reducing academic stress levels among Grade XII students. Methods: The study employed a Pre-experimental method with a One Group Pre-test Post-test Design. A purposive sampling technique selected 21 students from class XII IPS who exhibited signs of academic pressure. The instrument used was the Perceived Academic Stress Scale (PASS) (Cronbach’s Alpha = 0.958). The intervention consisted of a 6-meeting soccer program focusing on technical skills and social mini-games. Result: Statistical analysis using the Paired Sample t-Test revealed a significant reduction in stress scores. The pre-test mean score was 40.00 (High Category), decreasing to 36.24 (Medium Category) in the post-test. The hypothesis test indicated a significance value (Sig.) of 0.000 (p < 0.05). Conclusion: It is concluded that soccer learning significantly lowers academic stress. The combination of physical exertion and social interaction in soccer provides an effective mechanism for psychological distraction and emotional release.