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To determine the best support for the argument, we need to identify the statement that reinforces the idea that students who spend more than average time playing sports are less proficient in their course curriculum due to time trade-offs.

Analysis of the Options:
(A) Students who do not regularly play sports may occasionally indulge in binge-watching popular dramas.

Irrelevant: This introduces a new activity (binge-watching) unrelated to the argument's focus on sports and its effect on curriculum proficiency.
(B) Studies have proven that students regularly playing sports are not likely to show interest in studying the topics included in their curriculum.

Partially relevant: This supports the link between playing sports and lack of interest in the curriculum, but it does not directly emphasize the time trade-off argument.
(C) A well-rounded individual divides his time among multiple activities to gain acceptable proficiency in each of them rather than devoting time to master only one or two.

Irrelevant: This is a general statement about achieving balance and does not address the specific trade-off between sports and academic proficiency.
(D) Engaging with course curriculum is the significant other alternative activity for students who do not spend more than average time playing sports.

Relevant: This directly supports the time trade-off argument by suggesting that students who don’t play excessive sports spend their time engaging with the curriculum instead, making them more proficient.
(E) Typically, the students who win the maximum number of awards in sports are less familiar with their course curriculum than the students who show disinterest in sports.

Relevant but narrow: This provides an example that aligns with the argument, but it only focuses on award-winning sports students rather than addressing the general population of students who play more sports than average.
Correct Answer:
(D)
This option directly supports the argument's main premise by highlighting the time trade-off between playing sports and engaging with the curriculum, reinforcing why students who spend more time on sports might be less proficient academically.
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