THE ACADEMIC CHALLENGES OF STUDENT-ATHLETES

IN PWC OF DAVAO

A Research Presented to
the Faculty of the Psychology Program
Philippine Women's College of Davao
Juna Subdivision, Matina, Davao City

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In Partial Fulfilment of the Requirements for the

Degree of Bachelor of Science in Psychology

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Chantal Feyne De Leon

Roldan Mangin
Honey Vieve Ramas

December 2023
ii

APPROVAL SHEET

This research entitled “The Academic Challenges of Student-Athletes

in PWC of Davao," prepared and submitted by Chantal Feyne De Leon, Honey
Vieve Ramas and Roldan Mangin, has been examined and is hereby endorsed
for approval during the first semester of December 2023.

Novie John B. Palarisan, Rpsy, RGC, RPM,

LPT
Research Adviser

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PANEL OF EXAMINERS

APPROVED by the Panel of Examiners on Oral Examination with the

grade of Passed.

Raymond M. Cosare, MS Cedric Joseph R.

Mandap
Panel Member Panel Member

Reynald A. Japay, Ed. D.

Chairperson

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ACCEPTED and approved in partial fulfillment for the degree of Bachelor

of Science in Psychology.

Ivy I. Anto
OIC Program Chair

Dr. Maria Alma G. Facto, RGC

iii

Cluster Director

ABSTRACT

This study aimed to investigate the academic challenges faced by student-

athletes at the Philippine Women's College of Davao. The research used

qualitative design, employing a Transcendental Phenomenology approach, and

collected data from 8 college students-athletes from Philippine Women's College

of Davao through in-depth interview. The interview provided qualitative insights

into the academic challenges of participants and explore their personal narratives

and provide a richer understanding of the academic challenges they face.

Findings indicated that time management was a significant challenge for student-

athletes, with increased athletic commitments and heightened academic stress.

This research shed light on the academic challenges experienced by student-

athletes at PWC of Davao. The results underscored the importance of institution-

wide initiatives to address time management issues. The study contributes

valuable insights for academic advisors and coaches aiming to create a more

supportive environment for student-athletes, fostering both academic and athletic

success.

Keywords: Academic Challenges, Student-Athletes

iv

ACKNOWLEDGEMENT

We dedicate this research to the following individuals, whose unwavering

support and inspiration have been the guiding lights throughout our academic

journey.

To our Parents, for your endless encouragement, sacrifices, and belief in

our abilities. Your unwavering support has been the cornerstone of our academic

achievements.

To our instructor, Mr. Ray-Jun Manglicmot, for your exceptional guidance,

insightful feedback, and the countless hours you spent nurturing our passion for

research. Your mentorship has been invaluable.

To our classmates, for the laughter, shared challenges, and the

unwavering camaraderie. Your friendship made this academic journey more

enjoyable and memorable. Your belief in our potential means the world to us.

To our friends, for their encouragement, inspiration, and contributions that

have played a significant role in the completion of this research.

This work is dedicated to all those who have played a part, big or small, in

shaping my academic and personal growth. Your presence in our life has been a

gift, and this research is a testament to the collective support of an amazing

community.
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TABLE OF CONTENTS

TITLE PAGE i

APPROVAL SHEET ii

ABSTRACT iii

DEDICATIONS iv

TABLE OF CONTENTS v

Chapter

1 INTRODUCTION 1

Purpose of the Study 1

Research Questions 3

Theoretical Lens 4

Significance of the Study 5

Review of Related Literature 6

2 METHOD 19

Research Design 19

Role of the Researcher 19

Research Participants 19

Data Collection 21

Analysis of Data 23

Ethical Consideration 23
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3 RESULTS AND DISCUSSION 26

Matrix of Analysis 26

Theme 1: Emotional, Physical and Mental Challenges 27

Theme 2. Time Management 27

Sub theme 1: balancing Academic and Athletic

Responsibilities 30

Sub theme 2. Unavailability, Balancing student-athlete

and social life 31

Theme 3. Financial constraint. 34

Theme 4. Academic distraction 34

Sub theme 1: Inner struggle 36

4 SUMMARY, IMPLICATION FOR PRACTICE, CONCLUSION,

AND RECOMMENDATION 38

Summary 38

Implications for Practice 39

Conclusion 39

Recommendation 40

References 44

Appendices

A Informed Consent 46

B Certification of Data Gathering 47

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C Certification of Instrument Validation 48

D Interview Guide 51

E Transcription 52

Curriculum Vitae 58
Chapter 1

INTRODUCTION

Student- athlete is a member of the school's competitive athletic program

which also provides scholarships for the students that participate in certain sports

that are also being sponsored by the educational institution. It requires

excellence, sportsmanship, and systematic training. There are certain standards

that a student-athlete is expected to maintain and not everyone is cut out for this

lifestyle. Those who are passionate about showing up each day, putting their best

foot forward, and are willing to commit sweat, tears, and time are undeniably

setting themselves up for success (Draftcard, 2017).

Globally, stress is a common problem that student-athletes have to deal

with in their lives. Problems in balancing their time, missing classes due to

athletic engagements, burnout, fear of failure, dealing with teammates, anxiety,

depression, and self-esteem issues (Wilson and Pritchard, 2005). Balancing the

roles of student-athletes can be quite challenging. When stress is not managed

effectively, it may negatively affect a person’s physical and mental health (Ines,

2021).

In the Philippines, student-athlete is a common practice. Students are

facing academic problems and others are battling financial problems. One

possible solution is to become a student-athlete; it is not easy because it is a

responsibility that we must commit to. It is not as easy to go on hard training and

educate yourself simultaneously; you must compromise many other things just

for the betterment of your life. Student-athletes have the same goal as any other
2

student to pass, to graduate, and to work in the future. College athletes are more

susceptible to stressors than a typical college student. Some unique stressors

can include time demands, missing class, lack of sleep, and poor relationships

with teammates or coaches (ACSM, 2021).

Student-athletes are more hopeful to have academic and sports

accomplishments. Being a student-athlete has a massive impact on their future

career, they are eager to win to prove that they are true athletes. However, in

Davao city student-athletes have a lack of modern sports facilities and lack of

sports equipment resulting incompetent training and practice. A lot of students

showed their frustrations on social media platforms such as Facebook and

Twitter regarding the lack of good facilities. It is now a question of whether

student-athletes in Davao City are left behind and not given equal opportunity

same as student-athletes in other places in the Philippines (Philstar,2019).

Most of the studies focused on the student-athlete’s well-being (Morris,

2020) and the effects of being a student-athlete on their academic performance

(Grimit, 2014) and academic achievement (McCarthy, 2014). There are also

studies regarding stress in academics and how being a student-athlete can lead

them to have a much healthier life than their non-athletic peers (Front. Psychol.,

2022). They have not sufficiently explored the overall experiences of student-

athletes in Davao City. This includes the challenges that they face as student-

athletes. The researchers conducted this study to get to know more about the

experiences of the student-athletes in PWC of Davao and deeper understanding

of the overall challenges that they are experiencing.

It helps the researchers in understanding the challenges they are facing

along their journey as student-athletes. This qualitative research gives us an in-

3

depth understanding of how student-athletes lived with the challenges.

Furthermore, this study described and explained the phenomena of student-

athletes by knowing and exploring their views and experiences. The advantage of

this research provided strong evidence and a clear structure of the topic.

One of the reasons why this study was conducted was to attain an

understanding of the PWC of Davao student - athletes experiences. This will

provide support, perspective, and awareness of the importance of student-

athletes in our society. The findings could lead to the development of more

context-specific interventions to help student-athletes with their challenges.

Additionally, this study will answer what factors are attributed to the achievement

of student-athletes in relation to how students react to their challenges as an

athlete. Lastly, this will help certain groups and organizations, such as student-

athletes in Davao, in the sense that it will help them to address the problem of

student-athletes in their academic area.

Research Question

This study aimed to answer the questions;

1. What are the challenges of student-athlete in their academic

responsibilities?

2. How do these challenges affect their academic responsibilities?

3. How do these challenges affect their athletic responsibilities?

4. What are their challenges as a student-athlete and their social

activities?
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5. How do they manage their time for their social activities and student-

athlete responsibilities?

Theoretical lens

This research was anchored with the theories that can be used to

understand these experiences. These theories are Competence Motivation

Theory and Self-Determination Theory.

According to the Competence Motivation Theory, it says that individual is

motivated to participate and work hard in activities at which they feel competent

or capable. Having high competence in any sport or physical activity context

exhibits higher intrinsic motivation to participate in that activity. People are driven

to engage in activities to develop or demonstrate their skills. It also centered on

enjoyment as the reason why individuals are motivated to interact with their

environment (Harter, 1978). In addition, the Self-Determination Theory suggests

that people are able to become self-determined when their needs for

competence, connection, and autonomy are fulfilled. It gives us a better

understanding of how individuals form intrinsic motivation and guides the

development of intervention programs designed to develop more autonomous

school motivation, create environments in which they are motivated to participate,

learn, and consequently improve students' academic achievement (Deci and

Ryan, 2008a).

These theories were used in this study to explore and understand the

challenges of student-athletes. They also gave us a framework to find how

student-athletes deal with the effects on their academic and athletic performance.

Furthermore, these theories are important in this study because they

helped researchers to understand how being self-determined impacts challenges.

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This also become a guide in forming intervention programs for improving

students’ perseverance and academic achievement.

Significance of the Study

The study helped us to understand how student-athletes face the

challenges in their academic, athletic and social life. The study also helped us to

see what benefits the students will get from the responsibilities in their dual role

as student-athletes. The study showed how students-athletes practice proper

management and prioritization are needed to avoid hardship and accomplish the

goal. Research was conducted not only to answer queries but to help other

people too. The generality of this research was a great addition to the present

available knowledge in relation to their experiences as student-athletes. The vital

results of this research are highly significant and beneficial specifically to the

following:

Parents. In the culture of Filipinos, we rarely see parents being

affectionate to their kids. Children often avoid having deep conversations with

their parents because of the feeling that they might get scolded. As a parent,

being aware of the challenges their children face, especially as student-athletes,

will help them understand their children more. This research provided parents,

and guardians as well, on what might be the factors affecting their children’s

behavior, academic achievement and how they could help in reducing these

factors.

Teachers. A lot of studies showed that the relationship of teachers with

their students showed a great result to students’ behavior and academic

achievement. This study will help teachers and professors to better understand
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the situations their students might be facing as student-athletes. The researchers

hope that this study will make a profound impact on how the teachers give

workload to the student-athletes.

Students. As students struggle with the problems and challenges, they

are facing now, it is important to make them feel that they are being

acknowledged and their struggles are getting recognized. This research will be a

major help to student-athletes to make them feel better. This will also be a great

self-help tool, not just for students, but also for everyone who feels like they are

struggling to find the reason behind their struggles.

Mental Health Professionals. Counsellors and psychologists support

student-athletes mental health by creating short-term goals and helping them

manage their anxiety and emotions when overcoming an injury (Arthur-

Cameselle & Baltzell, 2011; Clement et al., 2013; Zakrajsek et al., 2016). This

research can be an open eye to all mental health professionals to help or do

counseling to the student-athletes who have difficulties in their experiences as

student-athletes.

Future researchers. As our generation progresses, humans evolve too,

and various changes may occur in physical, mental, social, spiritual, and

cognitive. This research would bring a great contribution for the research of our

future research related to the topic.

Review of the Related Literature

The student-athletes have different experiences that they are facing. It

requires them to be emotionally, mentally, and physically balanced. Student-

athletes are not only focused on sports competitively but also, they need to pass
7

their own respective academics to graduate on time. To discuss this more

various themes are included in the section.

Challenges of Student Athletes

Academic performance is a significant source of stress for most college

students (Aquilina, 2013; López de Subijana et al., 2015; de Brandt et al., 2018;

Davis et al., 2019). This stress may be further compounded among collegiate

athletes based on their need to be successful in the classroom, while

simultaneously excelling in their respective sport (Aquilina, 2013; López de

Subijana et al., 2015; Huml et al., 2016; Hamlin et al., 2019).

Academic requirements were the highest scoring source of stress of all

variables and was most strongly correlated with perceived stress (r = 0.467).

Interestingly, it was not academic rigor that was viewed by the athletes as the

largest source of direct stress; rather, the athletes surveyed reported time

management as being their biggest challenge related to academic performance

(Davis et al., 2019). This further corroborates the findings of Hamlin et al. (2019).

According to Aquilina (2013), collegiate athletes tend to be more

committed to sports development and may view their academic career as a

contingency plan to their athletic career, rather than a source of personal

development. As a result, collegiate athletes often, but certainly not always,

prioritize athletic participation over their academic responsibilities (Miller and

Kerr, 2002; Cosh and Tully, 2014, 2015).

In a study conducted by Pascarella et al. (1995), the results found

compelling results about the cognitive developments of first year athletes. The
8

study was conducted to determine the effects of college athletics on reading

comprehension, math and critical thinking skills.

There were 2,416 first-year students who took part in the National Study of

Student Learning survey, which is a longitudinal evaluation of the factors that

affect learning and cognitive development in college. They discovered that male

athletes, in revenue sports such as football and basketball, suffered in reading

comprehension and math. They found that these revenue sport athletes

struggled compared to non-athletes and male athletes in other sports tested the

same as non-athletes in reading comprehension and math. On the contrary,

female athletes lagged behind their peers in reading comprehension. Both male

and female athletes fell behind non-student athletes in critical thinking skills such

as open-mindedness, maturity, and inquisitiveness (Pascarella et al, 1995).

These statistics confirm that some athletes are lagging behind their peers,

but have led researchers to believe that revenue sports may be the real source of

the low academic progress of athletes. Student-athletes put copious hours into

fine-tuning their skills and preparing their minds and bodies in order to beat their

opponents. On top of working to be a better athlete than the previous day,

athletes bring that same mentality to their academics. Balancing the rigorous

academic and intense athletic schedules, the hours of practice and preparation

for game day undoubtedly take athletes away from their studies. The concern of

student athletes’ academic performance led to schools to conduct academic

support programs to all student athletes aiming to help them in terms of their

academics.

As mentioned previously, a large debate in the field of collegiate athletics

is the concept of a "student athlete." Those who evaluate are often split in their
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opinions of whether the "student" does indeed come before "athlete" in terms of

importance. Potuto and O'Hanlon (2006) found that a greater portion of Division I

student athletes did view themselves more as an athlete than a student.

Likewise, Adler and Adler (1991) found in their qualitative study over a four-year

period that due to several barriers, such as sport demands and sport-related

expectations, students often felt it was more important to focus on their sport of

choice, leaving their academics on the backburner.

A survey conducted by the Minnesota State High School League in 2007

and reported by the NFHS found that the average GPA of a high school athlete

was 2.84, while a student who was not involved in athletics had an average GPA

of 2.68. The survey also showed that student-athletes missed less school than

their non-athlete counterparts, with a total of 7.4 days missed and 8.8 days

missed, respectively.

According to Kissinger and Miller (2009), student-athletes generally face

six distinctive challenges, these are, balancing athletic and academic

responsibilities, balancing social activities with athletic responsibilities, balancing

athletic success and or failures with emotional stability, balancing physical health

and injury with the need to continue competing, balancing the demands of

relationships with entities such as coaches, teammates, parents and friends, and

addressing the termination of one’s college athletic career. Göktaş (2005)

mentioned the following as challenges student-athletes are faced with; learning to

balance athletic and academic pursuits, adapting to a certain degree of isolation

from social and more “mainstream” activities, managing success or lack thereof,

attending to their physical health in a more deliberate way as to avoid injury and

subsequent rehabilitation, satisfying multiple relationships, terminating an athletic

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career, academic difficulties, role conflict, social and leisure challenges,

separation anxiety due to athletic career retirement, substance abuse issues, and

weight management/eating disorders. Internal or personal challenges are those

challenges that emanate from the student-athlete’s actions and/or inactions

(Simiyu, 2010).

In the literature on challenges facing university athletes, time constraints

and physical/emotional strain appear to be among the most reported (Gentsch,

2014; Feldpausch, 2011; Simiyu, 2010; Kissinger & Miller, 2009; Thomas, 2008;

Morgan, 2005; Göktaş, 2005). On time, Göktaş (2005) opined that one of the

most significant challenges facing university athletes was the time needed to

effectively combine their dual roles of being students and athletes. Manning

(2012) stated that student-athletes are unique compared to non-athletes because

with the athletic demands required of them, they must devote a large amount of

extra time to their athletic activities in addition to regular class work and allocating

enough time to fulfil personal social needs. Kissinger and Miller (2009) citing

Etzel (1989), pointed out that successfully balancing the time demands required

to tackle all of the multiple activities unique to student-athletes often prove to be

too much to handle and leaves athletes susceptible to mental and physical

distress.

According to Thomas (2008) the cumulative physical and emotional toll

due to sports involvement throughout the academic year in the university could

affect the student-athlete’s ability to concentrate on studies if care is not taken.

Thomas concluded that these physical and emotional strains leave the student-

athlete tired all the time which translates to failure to do assignments, doze off in

class, miss class to recuperate in bed, poor concentration, and mental lapses.
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Godfrey (2010) argued that time constraints place a heavy demand on the

physical and emotional aspects of the student athlete and with little down time for

psychological and physical recovery, an athletes’ sport could wreak havoc on

his/her ability to concentrate on studies. Thomas (2008) viewed that whilst the

physical strain of a student-athlete ‘s season may be easy to conceptualize; the

emotional strain is harder to quantify but is as prevalent. Geiger (2013) pointed

out that in addition to the pressures of time, general fatigue from training and

competition could take a toll on a student-athlete both mentally and physically,

which could negatively impact his/her academic performance. In a study,

Feldpausch (2011) reported that in addition to time demands, student-athletes

also complained of being physically and emotionally exhausted whenever they

had to devote time to academics, lessening the quality of academic performance.

Godfrey and Satterfield (2009) carried out a qualitative study and concluded that

student-athletes felt drained physically and emotionally after practicing their

sports and were just too tired to focus on any academic work.

Sports experiences can cause varsity students to become increasingly

uninvolved in academics throughout their high school career as their lives

become more focused on playing in the field or court. The evaluation of the

sports and academic priorities of the varsity students can portray the academic

gap between sports. Varsity students experience complex developmental issues

that should be addressed in programs and policies created by the institution.

A study on sixty (60) students claimed that there are four areas that

student-athletes must commit to and focus on daily: academics, sports, personal

development, and career development (Billonid, et al., 2020) and further cited

student-athlete classification as “non-traditional” due to their sports experience,

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obligations and roles on campus (Sedlacek & and Adams-Gaston, 1992). While

academics tags the students’ primary focus in the school environment, co-

curricular and /or extracurricular activities could not be denied their function in

creating well-rounded individuals since “our learners need outlets through co-

curricular or extra-curricular activities to ease their stress, tension, and anxieties

brought by the health crisis. Co-curricular activities have been proven to bring

positive impact on the health and well-being of our learners,” Director Leila

Areola, the Philippine Bureau of Learning Delivery (BLD) explained (Department

of Education Philippines, 2022).

In recent years, academic performance and sports affiliations of students

have gained popularity over correlational studies. Notions like student-athletes

earning "a sound mind and a sound body" through sports participation claimed by

sports enthusiasts have been rivaled by some people believing that sports

participation hindered student’s ability to perform well in academics because of

their training and practice commitments rather than studying by themselves

(Montecalbo-Ignacio, Ignacio, & Buot, 2017).

Student-athletes enact dual roles, as students and athletes, and hold

corresponding identities. The salience of these identities and the conflict between

them have implications for student-athlete wellness. College student-athletes

face significant time and energy demands (Adler & Adler, 1987; Gaston-Gayles,

2004), and experience corresponding levels of stress (Krieg, 2013). There are

more than 460,000 student-athletes competing in 24 sports every year in the

United States, as part of the National Collegiate Athletic Association (NCAA).

The effects of intercollegiate sport participation have led many scholars

and practitioners within higher education to debate approaches that lead student-
13

athletes toward positive development and livelihoods post-eligibility (Brown,

2021; Harper et al., 2013; Harper, 2018; Negrin, 2022).

To prepare student-athletes for life post-eligibility, the National Collegiate

Athletic Association (NCAA) has, over the years, implemented measures and

metrics to increase accountability and ensure academic success from affiliated

athletic departments (Dawkins et al., 2008; Donnor, 2005; Johnson et al., 2021;

Steinberg et al., 2018; NCAA, 2019a). These accountability measures include

Academic Progress Rates (APR) scores, Graduation Success Rates (GSR)

scores, and even the CHAMP Life Skills program (Entertainment and Sports

Programming Network, 2020; Goddard, 2004; NCAA, 2018; 2019a, 2019b;

Quinaud et al., 2022).

Regardless of rule changes and regulations, student-athletes at all levels

of intercollegiate competition experience the dualistic athletic and academic

demands that higher education institutions, institutional personnel, and

institutional stakeholders place on them while expecting success in both areas

(Cooper, 2016; Curs et al., 2022; Dexter et al., 2021; Johnson et al., 2012).

Furthermore, to achieve success in both areas, many intercollegiate student-

athletes believe that effort, commitment, acquiring necessary physical and

psychological attributes, and executing behaviors and decision-making skills

comprise the essential factors that they need to successfully balance the rigorous

athletic and academic demands and lead them to positive life outcomes

(Comeaux & Harrison, 2011; Cooper, 2016; Jowett & Spray, 2013; Simpson et

al., 2021; Smith et al., 2021).

An Athlete and as a student

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College athletes are required to spend a substantial amount of time

participating in activities related to their sport, such as attending practices and

training sessions, team meetings, travel, and competitions (Humphrey et al.,

2000; López de Subijana et al., 2015; Davis et al., 2019; Hyatt and Kavazis,

2019).

Practitioners and scholars have long examined the ways intercollegiate

athletic participation influences student-athlete behavior, focus, and decision-

making during and post- eligibility (Carter-Francique & Richardson, 2015;

Coakley et al., 2011; Dorsch et al., 2022; Harper et al., 2013; Harper, 2018;

Rutledge, 2015, 2017, 2019, 2022; Simpson et al., 2021; Smith et al., 2021;

Singer, 2008). The literature also highlights how the commercialization and

professionalization of revenue-producing (i.e., men's and women's basketball,

football) intercollegiate sports influence academically inconsistent practices in

student-athletes' development (Anderson, 2010; Hsu et al., 2022).

For many student-athletes, college is seen as an avenue to solely garner

athletic success rather than a mechanism to prepare them to dualistically thrive in

their adult lives (Donnor, 2005; Feterl, 2019). The need to attain professional

stardom for many student- athletes is clear; however, this goal is only achievable

for 1.8% of student-athletes that compete in intercollegiate athletics (Brown et al.,

2019; Coffey & Davis, 2019; NCAA, 2019a, 2019b).

Student-athlete’s dual roles and responsibilities, as students and athletes,

have implications for their identities, or the meanings they attribute to themselves

(Goffman, 1963). A student-athlete’s “student” identity may be more or less

salient than his or her “athlete” identity (Lally & Kerr, 2005). Further, student-
15

athletes can experience conflict between their identities as students and athletes

(Adler & Adler, 1987; Cooper & Cooper, 2015; Settles, Sellers, & Damas, 2002).

Although knowledge of student-athlete identity is building, there is a need

to better unpack identity salience and conflict. In particular, studies of student-

athlete identity neglect to consider both athlete and student identity salience and

their interaction in the relationship to identity conflict. Further, this work usually

focuses on a single university or college (e.g., Cooper & Cooper, 2015; Settles et

al., 2002), ignoring the potential impact of organizational context on identity

salience. Finally, we lack an understanding of situations of identity salience and

conflict among student-athletes. Student-athletes likely feel like students when in

class and athletes when competing, but we know little about other contexts in

which these identities are prominent and there is conflict between them.

More recent research in this area looks at relationships between student-

athlete identity and career issues, including career planning (Brown, Glastetter-

Fender, & Shelton, 2000; Lally & Kerr, 2005), career maturity (Murphy, Petitpas,

& Brewer, 1996), and career development (Brown & Hartley, 1998). Further,

other work identifies connections between student-athlete identity and

psychological factors, such as adjustment and satisfaction (Killeya-Jones, 2005).

Student-athletes were primed with their athlete identity, their student

identity, or no identity. Consistent with research on stereotype threat, those

primed with their athlete identity had lower self-regard and performed less well on

a challenging math test than did those primed with their student identity. On

stereotype threat, those primed with their athlete identity had lower self-regard

and performed less well on a challenging math test than did those primed with

their student identity (Yopk & Prentice, 2010).

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Athletic identity and challenges faced by athletes’ dedication toward their

sports have been well documented (Lally & Kerr, 2005). For many athletes,

athletic identity tends to be more salient, or most importantly, compared to other

important personal interests and passions, often resulting in developmental and

career disadvantages (Woodruff & Schallert, 2008). Perhaps most alarming from

this research have been the instances where athletes struggle to transition away

from their athletic-centric identities when they retire from competition (Douglas &

Carless, 2006; Park, Tod, & Lavalee, 2012), especially those who have

competed at more elite levels of sport (Ryba, Ronkainen, & Selänne, 2015). As

such, researchers have lamented athletic identity becoming so salient that

athletes often disregard all other identities, creating a toxic environment of

isolation and separation from others (Adler & Adler, 1991).

Strength and conditioning coaches are allied health care professionals

whose primary job is to enhance fitness of individuals for the purpose of

improving athletic performance (Massey et al., 2002, 2004, 2009). As such, many

universities and colleges hire strength and conditioning coaches as part of their

athletic staff to help athletes maximize their physical potential (Massey et al.,

2002, 2004, 2009). Strength and conditioning coaches strive to increase athletic

performance by the systematic application of physical stress to the body via

resistance training, and other forms of exercise, to yield a positive adaptation

response (Massey et al., 2002, 2004, 2009).

Sports and Social Life

Student-athletes who first come to college already have a predetermined

social group within their sports team. Oftentimes times this excludes them from
17

expanding to other social circles among peers who are not involved in varsity

athletics. Student-athletes also compromise their social activities in exchange for

athletic and academic commitment. Most often students make friends during their

first year of college and maintain them throughout their college careers, however,

student-athletes tend to struggle to maintain the relationships they made their

first year as they do not have the time to allocate. Student-athlete’s friends are

primarily comprised of teammates and those involved in an athletic context. Due

to the social restriction’s athletes face their social development can be altered or

disrupted (Meyer, 2022).

Because of the time demands in which student athletes are faced, the

social experiences of this group of individuals differ greatly from their non-athlete

counterparts. Many researchers found that the social experiences, including

relationships with nonathlete peers, group work in class, and extracurricular

activities, are positively related and necessary for academic success (Astin,

1996; Pascarella & Terenzini, 1991). However, Harmon (2010) states that due to

the time demands, student athletes are often unable to experience co-curricular

clubs, organizations, and activities other than the sport in which they participate,

in addition to the exploration of their personal identity. Because of this, they are

physically and socially isolated from their non-athlete peers.

Student affairs practitioners and educators should examine ways in which

support can he provided to student athletes in order to engage them in

socialization with non-athletes on campus. C. Keith Harrison (1995, 2002) is in

agreement about the importance of social interaction when he discusses the

concept in his Scholar-Baller program, as previously mentioned. Social

integration is highlighted in the model underneath the category, "college

18

environmental factors," when Harrison describes that the college environment is

one that is complex. Student athletes must become involved in both the social

and academic domains in order to succeed and graduate from college. In fact,

Harrison's model illustrates that the interactions a student athlete has with the

social environment of a college campus is perhaps most important in determining

academic success (Comeaux & Harrison, 2011).

Perhaps the most beneficial result of defining athletically related activities

is a balanced approach to athletic performance, educational performance, and

extracurricular activities. The NCAA bylaw is meant to limit the playing and

practice hours that a student athlete can partake in, allowing them time for a well-

rounded college experience.

Limiting the hours, a student athlete can train is beneficial for time

management and burnout prevention. The student athlete can devote more time

to studying to take full advantage of their education and achieve their highest

performance in the classroom.

19

Chapter 2

METHODOLOGY

Chapter 2 presents the following methodology being used in this study.

This covers research design, role of the researchers, research participants, data

collection, analysis of data, and ethical consideration.

Research Design

The researchers utilized a qualitative methodology in this study,

specifically the Transcendental Phenomenology of Husserl, (1970). This

Transcendental Phenomenology (TPh) is a philosophical approach to qualitative

research methodology that seeks to understand human experience (Tassone,

2017) and aims to provide meaning in our experiences of events, time, the self,

and others.

Role of the Researcher

20

It was the role of the researcher to implement and observe the ethical

guidelines throughout the study. The study was done face to face in PWC of

Davao campus and in the digital platform, from interviews to group meetings.

Secondly, responsible data gathering, storage, and retrieval were practiced

through objective and careful data management. Lastly, the researchers

understood that we dealt with participants' personal experiences and challenges.

Therefore, the researchers strictly observed respect and open-mindedness.

Research Participants

The research participants of this study were student-athletes aged 19 to

25 years old. Students who were enrolled in the tertiary department of PWC of

Davao in the school year 2022-2023 and have at least one (1) year of residency

as a student-athlete. The researcher chose eight (8) participants; three (3) males

and five (5) females from various athletic sports games. Researchers used

purposive sampling that refers to a group of non-probability sampling techniques

in which units are selected because they have characteristics that needed in the

sample (Nikolopoulou, 2023). These interviews were conducted retrospectively to

minimize stress that could lead to bias in participants' opinions of the experiment.

Open-ended questions were given to potential participants during the interview

via face-to-face and online setting based on participants convenience.

The participants of this research study included Participant 1, a 21-year-

old female who was taking a Bachelor of Science in Business Administration

major in Marketing Management. She had been a student-athlete for 2 years.

Our Participant 2 was a female who was also a 21-year-old student taking

Bachelor of Science in Business Administration major in Financial Management

and who had been a student-athlete for 2 years. The Participant 3 taking a
21

Bachelor of Culture and Arts Education who had been an athlete for 4 years. She

was 21 years old. The Participant 4 has been a student-athlete for 5 years now.

He was 24 years old taking Bachelor of Science in Business Administration major

in Marketing Management.

Participant 5, 23-year-old female student-athlete taking Bachelor of

Physical Education. Our Participant 6 was a 21-year-old male student-athlete

who was taking Bachelor of Science in Hospitality Management and had been a

student-athlete for 2 years already. Participant 7, a 20-year-old male student-

athlete taking a Bachelor of Science in Entrepreneurship and was a student-

athlete for 2 years. The last but not the least Participant 8 was a female who had

been a student-athlete for 2 years. She was 21 years old taking Bachelor of

Science in Tourism Management.

Data Collection

The researchers adhered to the following data collection procedures

during the conduct of this qualitative study:

Firstly, the researchers constructed a researcher-made interview guide in

this qualitative study. They ensured that the researcher-created instrument

utilized in this study is thoroughly verified to assure its validity. They enlisted the

help of validators to validate the said instrument.

Secondly, to conduct this study and collect data from their chosen

participants, the researchers acquired clearance and certification of data

gathering from the Program;

Next, the researcher secured informed consent. The researchers

requested permission from the selected participants to participate. The

22

researchers thoroughly discussed and explained the study's nature, objectives,

and purpose. They ensured that ethical considerations are clearly discussed and

strictly followed throughout this study. Participants were given the option to

withdraw in any case and were not forced to participate in this study in any way.

The participant's right to choose whether or not to engage in the study was also

emphasized;

Since the interviews are performed face to face and online (google meet),

the researchers prepared the needs of the interview, such as a copy of the

questionnaire, recording device, and documentation for the evidence of the

interview to guarantee that the interview process runs smoothly. The researchers

interviewed participants using hard copies of questionnaire approaches,

specifically how they act when being questioned and more importantly the

recordings of every interview. The interview took about 30 to 60 minutes.

Five participants were interviewed individually and three were in group

settings. During the interview, only one of the researchers asked questions, the

other took notes and asked follow up questions, and the third was on standby in

case the interviewer-researcher encountered technical difficulties. The

researchers also paid attention to the participants' nonverbal behaviors during

the interview.

In terms of publication, the research study will be published as a written

output of the school, and the researchers are also willing to give an oral

presentation if the program requests it;

In terms of disposal protocol, we will delete the collected data and

deactivate the dedicated account five years after the research study is published.
23

In sum, research records must be kept for at least five (5) years and possibly

longer, depending on the longest applicable standard.

Additionally, the participants' responses were documented using the

smartphone recording feature, which helped the researchers in effectively

transcribing, analyzing, and interpreting the data acquired. The researchers

notified the participants of the objective of recording; but, if the participants

refused to allow the researchers to record their responses using a recorder

throughout the interview process, the researchers must honor their wishes and;

Finally, after completing the interview process, the researchers

transcribed, evaluated, and analyzed the information acquired by replaying the

audio and video recordings of the interview.

Analysis of Data

In this study, the researchers utilized Braun and Clarke’s thematic analysis

to draw answers to the research question. This thematic analysis helped the

researchers identify themes, develop codes, and put together the story the data

have to tell (Terry et al., 2017).

Moreover, the nature of this thematic analysis was an inductive approach

(Braun & Clarke, 2012). It means that the researchers met the prerequisites for

the analysis. The data were derived from challenges of the participants, and were

treated to understand the complexity of meanings in the data rather than their

frequency. In this study, the researchers started the analysis by finding meaning

and then understanding different identified and related meanings (Sundler et al.,

2019).
24

Hence, the use of meaning-oriented themes was central in this study. We

aimed to understand in-depth the participants’ challenges.

Ethical Consideration

There were several ethical considerations that was taken into account for

this research. First and foremost, it is important to ensure that the participants are

aware that they were part of the research. Additionally, it is essential to obtain the

informed consent of the participants before conducting the research. This means

providing them with detailed information about the purpose and procedure of the

research, as well as any potential risks or benefits. The participants were given

the opportunity to ask any questions and to withdraw from the research at any

time. It is also important to consider the potential psychological effects of the

research on the participants. For example, some participants may feel

uncomfortable or distressed during the interview. Therefore, it is essential to

monitor the participants closely and to provide any necessary support or

assistance if they are experiencing any negative psychological effects.

Furthermore, it is important to ensure that the data collected during the

research is handled and stored securely. This included taking measures to

protect the participants' privacy and confidentiality and ensuring that the data is

only used for the purposes outlined in the informed consent process. Finally, it is

important to debrief the participants after the research. Debriefing involves

explaining the purpose and procedure of the research to the participants and

answering any questions they may have. It is also an opportunity to address any

negative psychological effects that may have occurred during the interview and to

provide support to the participants if needed. Debriefing is a crucial step in the

25

ethical conduct of research, as it helps to ensure that the participants have a full

understanding of the research and any potential risks or benefits. It is also an

opportunity for the researchers to thank the participants for their participation and

to address any concerns they may have. In addition, the researchers guaranteed

that their research subjects cooperate willingly and without compulsion.

Chapter 3

RESULTS AND DISCUSSION

This chapter present the results and discussion of the interview analysis of

student-athletes challenges. Data were gathered through an in-depth interview

with the participants.

Results and Discussion

Utilizing the qualitative research design specifically a transcendental

phenomenological approach, the researchers were able to explore into academic

challenges of eight (8) student-athlete participants in PWC of Davao. The

interview process was done in PWC campus and virtually through google meet
26

format according to the participants comfortability. Lastly, this section focused on

one question and clustered into three responsibilities: academic responsibilities,

athletic responsibilities and social responsibilities.

Research Question is what are the academic challenges of student-

athletes in PWC of Davao?

After the analysis of the shared responses of the study participants, this

discussion shows the themes that answered the question on the challenges as

student-athletes.

Matrix of Analysis

The Academic
Challenges of
Student-Athletes in
PWC of Davao

What are the

Challenges of
Student-Athletes in
PWC of Davao?
27

Theme 1:

Emotional,
Physical and Sub Theme 1
Mental Balancing Academic
and Athletic
Theme 2: Responsibilities

Time
Management Sub Theme 2

Unavailability,
Theme 3: Balancing student-
athlete and social life
Financial
constraint

Theme 4:
Sub Theme 1
Academic
distraction Inner struggle
Theme 1: Emotional, Physical and Mental Challenges

Emotionally, mentally and physically stable is essential especially for

students. It is considered as having a sense of stable general well-being and

having a sense of being in control of their personal thoughts and actions

(McMillen Health, 2022). All the Respondents have narratives that portray the

negative effect of being a student-athlete.

One of the narratives extracted from the in-depth interviews was the

challenges on Keeping yourself emotionally, mentally and physically stable while

having to complete both. Half of the participants stated their qualms with

challenges on keeping yourself emotionally, mentally and physically stable while

having to complete both in their lives as student-athletes.

28

Respondents 1, 2, 6 and 7 stated that they are being mentally and

physically tired resulted to being unproductive during the class and low

performance in their studies. There were also times that they lose focus, sleepy

and get sick due to extreme fatigue from hard trainings.

In their responses, it became evident that challenges in their lives as

student-athletes is concerned when it comes to their emotional, mental and

physicall stability. Some answers portray having hard time in keeping their

emotional, mental and physical stability. Congruent to the statements, the

challenges in keeping yourself emotionally, mentally and physically stable while

having to complete both. In the literature on challenges facing university athletes,

time constraints and physical/emotional strain appear to be among the most

reported (Gentsch, 2014; Feldpausch, 2011; Simiyu, 2010; Kissinger & Miller,

2009; Thomas, 2008; Morgan, 2005; Göktaş, 2005). On time, Göktaş (2005)

opined that one of the most significant challenges facing university athletes was

the time needed to effectively combine their dual roles of being students and

athletes.

Furthermore, Godfrey (2010) argued that time constraints place a heavy

demand on the physical and emotional aspects of the student athlete and with

little down time for psychological and physical recovery, an athletes’ sport could

wreak havoc on his/her ability to concentrate on studies. Thomas, (2008) viewed

that whilst the physical strain of a student-athlete ‘s season may be easy to

conceptualize, the emotional strain is harder to quantify but is as prevalent.

Geiger, (2013) pointed out that in addition to the pressures of time, general

fatigue from training and competition could take a toll on a student-athlete both

mentally and physically, which could negatively impact his/her academic

29

performance. In a study conducted by Feldpausch (2011), it reported that in

addition to time demands, student-athletes also complained of being physically

and emotionally exhausted whenever they had to devote time to academics,

lessening the quality of academic performance. Carried out a qualitative study

and concluded that student-athletes felt drained physically and emotionally after

practicing their sports and were just too tired to focus on any academic work

(Godfrey and Satterfield, 2009).

Theme 2. Time Management

The usual difficulty for students is time management. Time plays the most

important role in every individual's life but it is the most vital thing. We need time

to work, to eat, to sleep, and to accomplish all the daily chores of living

(Simplilearn, 2023). Time is valuable because it is finite and we also need time to

know and understand our mates, our children, and our friends (Vedantu, 2023).

Many people squander their time pursuing activities that seem initially

pleasurable but have little to no long-term value. Time is an important resource in

the life of every student. How a student plans this resource determines how well

or how badly he/she will do in his/her studies (Oxbridge, 2017).

Through in-depth interviews, it was reported that no enough time for

student-athletes for them to do their requirements, be in the class on time and

sometimes restless. The three (3) out eight (8) respondents have stated that time

management is not easy. They have to perform their dual duties to fulfill their

responsibilities.

Respondents 3, 5 and 8 stated that they have difficulties in managing their

time when it comes to academic, especially as student athletes. It is also difficult

30

for them when there are changes in their schedule. They also feel stress when

they have activity that needs to be done but they also have training schedule or

sometimes they cannot sleep well at night because they have to finish their

activity.

Their response is congruent to the statistics that confirm that some

athletes are lagging behind their peers, but have led researchers to believe that

revenue sports may be the real source of the low academic progress of athletes.

Student-athletes put copious hours into fine-tuning their skills and preparing their

minds and bodies in order to beat their opponents. On top of working to be a

better athlete than the previous day, athletes bring that same mentality to their

academics.

Balancing the rigorous academic and intense athletic schedules, the hours

of practice and preparation for game day undoubtedly take athletes away from

their studies. The concern of student athletes’ academic performance led to

schools to conduct academic support programs to all student athletes aiming to

help them in terms of their academics (Pascarella et al, 1995).

Sub theme 1: balancing Academic and Athletic Responsibilities.

Balancing Academic and athletic responsibilities are often challenging in

student-athletes (Stephens, 2019). One of the reasons is that they tend to focus

more on either one of their responsibilities while neglecting the other or they have

more time on that one particular responsibility. Imbalance causes poor

performances in either one of their responsibilities, that most of them loose focus

on balancing both academic and athletic responsibilities (Apaak, 2015).

To establish that the respondents were creating a balance between

academic and athletic responsibilities, they also provided insights to their

31

experiences. According to the respondents 1,2, 3, 5, 6 and 7, they said that

instead of allocating time for training, they have to reduced it because they have

to do their activities. Sometimes they are bothered to perform well in their games

because they are thinking of their activities. There are times that they are late in

class or tasks submission because they have to choose training over studying or

doing their activities.

According to Kissinger and Miller (2009), student-athletes generally face

six distinctive challenges, these are, balancing athletic and academic

responsibilities, balancing social activities with athletic responsibilities, balancing

athletic success and or failures with emotional stability, balancing physical health

and injury with the need to continue competing, balancing the demands of

relationships with entities such as coaches, teammates, parents and friends, and

addressing the termination of one’s college athletic career.

Göktaş (2005) mentioned the following as challenges student-athletes are

faced with; learning to balance athletic and academic pursuits, adapting to a

certain degree of isolation from social and more “mainstream” activities,

managing success or lack thereof, attending to their physical health in a more

deliberate way as to avoid injury and subsequent rehabilitation, satisfying multiple

relationships, terminating an athletic career, academic difficulties, role conflict,

social and leisure challenges, separation anxiety due to athletic career

retirement, substance abuse issues, and weight management/eating disorders.

Internal or personal challenges are those challenges that emanate from the

student-athlete’s actions and/or inactions (Simiyu, 2010).

In recent years, academic performance and sports affiliations of students

have gained popularity over correlational studies. Notions like student-athletes

32

earning "a sound mind and a sound body" through sports participation claimed by

sports enthusiasts have been rivaled by some people believing that sports

participation hindered student’s ability to perform well in academics because of

their training and practice commitments rather than studying by themselves

(Ignacio & Buot, 2017).

Sub theme 2. Unavailability, Balancing student-athlete and social life.

Social activities involve communication and interaction with others

(Spacey, 2023). Engaging in social activities is beneficial to both physical and

mental health (Martino J, Pegg J, Frates EP. 2015). These are built into social

systems such as work, school and culture. Our relationships with family, friends,

coworkers, and community members can have a major impact on our health and

well-being. Staying socially active can help prevent social isolation and

loneliness, which are both linked to negative health outcomes.

Our social lives are the bedrock of our emotional well-being. When people

are socially connected and have stable and supportive relationships, they are

more likely to make healthy choices and to have better mental and physical

health outcomes (Lem K et al., 2021).Social activities are part of one's life, there

are people who prioritize their social activities than the usual part of their lives.

When we extracted the interview, we found out most of the respondents have

difficulty in balancing their time in student-athlete life and social activity. The five

of the respondents stated their unavailability. Respondents 1, 2, 3, and 5 said

33

that they cannot give time to their social activities or attending get together with

friends because they have to fulfil their role as an athlete. They need prioritize

training rather than attending social gatherings.

It is difficult for athletes to find time for themselves or even have the

energy to do things outside of their sport and other responsibilities. Although

things such as time management is a struggle, students eventually learn how to

handle these situations (Thunderbolt, 2021). It is equally important to have

meaningful social interactions with peers and friends because it helps athletes

alleviate stress and build stronger relationships (Admission S, 2023).

This report from participants responses is in line and supported with the

study that student-athletes also compromise their social activities in exchange for

athletic and academic commitment. Most often students make friends during their

first year of college and maintain them throughout their college careers, however,

student-athletes tend to struggle to maintain the relationships they made their

first year as they do not have the time to allocate. Student-athlete’s friends are

primarily comprised of teammates and those involved in an athletic context. Due

to the social restriction athletes face their social development can be altered or

disrupted (Meyer, 2022).

However, student athletes must become involved in both the social and

academic domains in order to succeed and graduate from college. In fact,

Harrison's model illustrates that the interactions a student athlete has with the

social environment of a college campus is perhaps most important in determining

academic success (Comeaux & Harrison, 2011).

Having a sense of engaging social responsibilities is beneficial to our

society that contributes well-being to the community. In addition, it teaches you

34

generation such as students to be more aware on how their actions influences

their own self and those people around them as well. However, majority of the

respondents, 7 out of 8 stated their qualms about balancing priorities between

social and academic responsibilities. Respondents 1, 2, 3, 4, 6, 7, and 8, they

said that they social interaction as alternative way to lessen their feelings of

burnout.

Most often, students make friends during their first year of college and

maintain them throughout their college careers, however, student-athletes tend to

struggle to maintain the relationships they made their first year as they do not

have the time to allocate. Student-athlete’s friends are primarily comprised of

teammates and those involved in an athletic context. Due to the social

restrictions’ athletes face their social development can be altered or disrupted

(Meyer, 2022). However, Harmon (2010) states that due to the time demands,

student athletes are often unable to experience co-curricular clubs, organizations,

and activities other than the sport in which they participate, in addition to the

exploration of their personal identity. Because of this, they are physically and

socially isolated from their non-athlete peers.

Theme 3. Financial constraint.

Students who are concerned about finances may demonstrate lower goal

commitment, academic engagement, and persistence. Not being able to pay

fees for school costs may affect your study or you are not able to continue your

studies (Usman & Banu, 2019). Negative outcomes of financial stress may cause

of poor academic performance and difficulty persisting towards degree

completion (Savuth, 2022). This financial stress may result and associated with
35

increases in students' likelihood of dropping out, stopping out, or reducing their

course loads (Heckman, 2023).

Financial problem can negatively affect students' academic performance

by limiting their access to resources such textbooks, and transportation, leading

to poor attendance, lack of concentration, and inability to meet financial needs

(Norazlan, 2022). Respondent 4 said that he has difficulty when it comes to

financial, although he has scholarships, it is still difficult for him to get allowance,

so sometimes he needs to go back to his province to work part-time to earn

money.

This response is supported of the study that says financial constraints can

have a significant impact on students' academic performance. Students facing

financial strain may demonstrate lower goal commitment, academic engagement,

and persistence, leading to increased likelihood of dropping out or reducing

course loads (Baker & Montalto, 2016).

Theme 4. Academic distraction

Student Participation is an assessment of a student's performance. This

might be evaluated in student participation are engagement in class discussions,

engagement in online discussions and student behavior in group settings. It can

sometimes be intimidating but class involvement is essential for getting the most

out of an education and it motivates students to learn better (Bekkering, 2020).

For an introvert student, talking in class is a major point of anxiety. They

do not feel confident in their understanding of the subject (Jurnal, 2021). Another

reason is that they do not know how to participate in class discussions. Emotional
36

barriers, stress, and restlessness, can significantly impact a student's ability to

learn and engage in the classroom.

Respondents 1, 2, 3, 4, 5 and 8, observed that they were no longer

attentive in class and would just rather sit down for class and not pay attention

since that also seems to be the way for them to rest. Mostly unhappy with their

performance in the court and sometimes bring negative feedbacks while teacher

is having discussion. Lose focus and feel demotivated to participate in classes

and lessen their engagement. Sometimes they can't make it to their class at

home but instead they attended the class in the jeepney while on their way home.

If a student isn’t motivated, it is difficult to improve their academic

achievement, no matter how good the teacher and whatever materials that is

using (Usher, 2012). Unmotivated students can disengage other students from

academics, motivation uplifts student's enthusiasm about the activities presented

to them (Borderless, 2017).

Their responses are in line with the study of Thomas (2008) that

concluded that the physical and emotional strains leave the student-athlete tired

all the time which translates to failure to do assignments, doze off in class, miss

class to recuperate in bed, poor concentration, and mental lapses. The

cumulative physical and emotional toll due to sports involvement throughout the

academic year in the university could affect the student-athlete’s ability to

concentrate on studies if care is not taken Thomas (2008). This is also supported

with the study that pointed out that in addition to the pressures of time, general

fatigue from training and competition could take a toll on a student-athlete both

mentally and physically, which could negatively impact his/her academic

performance (Geiger, 2013).

37

Sub theme 1: Inner struggle

Maintaining a balance in roles for some student-athletes in college can be

also challenging. It can be difficult for student-athletes to have the energy to do

their responsibilities when it comes to both academic and being an athlete (Dos

Santos, 2020).

Also, some statements portrayed how they found that being a student-

athlete can also lead to Role Confusion between academic and athletic

responsibilities (Knott, 2016).

Respondents 6 and 7 said their attention is being divided into two because

they have to take care their dual role. That's when they get confused about what

they should do first, being and athlete or being a student.

Another theme discovered in the respondents’ statements was the role

confusion between their academic and athletic responsibilities. In the study of

Billonid et al., (2020) claimed that there are four areas that student-athletes must

commit to and focus on daily such as academics, sports, personal development,

and career development also cited student-athlete classification as “non-

traditional” due to their sports experience, obligations and roles on campus

(Sedlacek & and Adams-Gaston, 1992).

Moreover, student-athlete’s roles and responsibilities also lead to have

implications when it comes to their identities or attributes to themselves. In their

role as students, they are expected to excel in the classroom. In many instances’

student- athletes are perceived by their peers and faculty to be subpar (Watt &

Moore, 2001). Student-athletes navigate their roles as students and athletes

38

while at the same time negotiating the negative stereotypes that are often

attached to their position as an athlete (Yopyk & Prentice, 2005).

Chapter 4

SUMMARY, CONCLUSION, AND RECOMMENDATION

This chapter contains the implication for practice, the implication for future

research, and the concluding remarks. In the previous chapter, the themes were
39

discussed with the inculcation of other related literature. It also included the

researchers' interpretation of the obtained and recovered data by comparing and

contrasting.

Summary

This research aimed to understand the challenges of student athletes in

PWC of Davao with 8 participants aged 18 to 24 years old. The study utilized

qualitative methodology specifically the Transcendental Phenomenology. We

conducted interview with 8 respondents’ student-athletes across various

collegiate sports.

Our findings reveal a multifaceted landscape of challenges, with

Emotional, Physical and Mental Challenges and time management emerging as

a central issue. Student-athletes often grapple with balancing rigorous training

schedules alongside academic responsibilities.

Despite these challenges, study shows the resilience of student-athletes

and shows motivation, they continue to fight and show stability as a student-

athlete. It also shows key factors contributing to their success. These include

effective communication between coaches and teachers, and the development of

proper time-management.

Implication for Practice

Despite recent studies and reports relating experiences of student

athletes, the researchers have not yet come across a study exploring deeper

understanding on the overall challenges that they are experiencing. Thus, the
40

significance of this research was to understand more on academic challenges

that the student-athletes are facing.

Participants stated that time management in their activities is challenging.

Thus, the school management may give enough and systematic time for the

students and promulgate programs that help student-athletes to manage their

academic responsibility.

The researcher found that some student-athletes had experienced

academic distractions and financial constraint. These study results can help

teachers and friends to be more understanding and considerate to each other.

Last teachers and psychology students may use these findings to foster

awareness and understanding on the challenges of student-athletes. Using these

findings, mental health professionals can effectively assess and deal with

student-athletes who experience challenges and provide the most appropriate

intervention plan and strategies on how to overcome these challenges.

Conclusion

Researchers have discovered the academic challenges of student-athletes

in PWC of Davao. The study showed that student-athletes are strong and

motivated. They value and give importance on their responsibility and time

management. However, despite of being strong and motivated, they also

experienced challenges on their lives. Though student-athletes get help and

support from their co-athletes, friends, classmates and Family whenever they felt

down from their role as a student-athletes, those challenges that they

experienced still had negative impact on their lives.

41

Moreover, researchers observed during the interview that all the

participants found humor despite of the challenges they faced. Researchers

learned that student-athletes had a hard time in doing time management even if

they already had one-year residency as student-athletes. Researchers also

learned that most of participant's strategies on maintaining their good

performance both academic and athletic are common to them, yet student-

athletes still also experienced academic distractions.

Furthermore, researchers have understood the adversities experienced by

the participants. In their statements during the interview, researchers realized

how challenging their experiences as student-athletes, they still wanted to

become strong and positive despite all physical and mental challenges they are

facing. Thus, this study will hopefully encourage everyone to understand student-

athlete because every day in their lives is a battle that they need to face.

Whenever they will feel encouraged and understood these will give them a

positive impact on performing more as student-athletes.

Recommendation

Researchers obtained access to student-athletes and giving in-depth

understanding in their challenges.

As stated, the study's interest focused on the academic challenges of

student-athletes. We would recommend those future researchers who may wish

to continue the study to identify their coping mechanism and measure the

effectiveness of this coping mechanisms used by the participants.

In addition, researchers found out that student-athletes encountered

physical and mental challenges, financial constraints and academic distractions

42

that leads to struggles on their lives as student-athletes, demonstrate lower goal

commitment and academic engagement. Future researchers may also want to

explore the study on how they dealt this situation using other participants such as

working students and a single mother or father student. It would provide a greater

understanding of our investigation on a person's challenges and coping

mechanisms.

Notably, the findings of this research may be set as an anchor or resource

of material for researchers who want to conduct research in a related field.

Moreover, it may also be a tool to identify new factors to uncover the

experiences, coping mechanisms, and challenges who have dual role as a

student.

Lastly, for Psychology students, the student-athletes experienced is

challenging, may the findings of this study inspire psychology students to

participate actively in forums, symposiums, and seminars that address

individuals’ perspective and understanding one’s experiences.

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Appendices

Appendix A
48

Appendix B

This is to certify that the study entitled

The Academic Challenges of Student-Athletes in PWC of Davao is endorsed for

data gathering after completing the initial manuscript and validation of the
instrument of the study. Further, the researcher/s for the study is granted and
instructed to coordinate with appropriate personnel to secure the research
participants’ consent. Furthermore, the researcher/s should exercise prudence in
ethics and observe the research’s core values, particularly during data gathering.
49

TERTIARY EDUCATION DEPARTMENT

(PSYCHOLOGY PROGRAM)

CERTIFICATE OF INSTRUMENT VALIDATION

This Certification certifies the research instruments developed by the student

researchers, Chantal Feyne E. De Leon, Honey Veive Ramas, Roldan Mangin,

had undergone validation from undersigned. Furthermore, it certifies that the

constructed interview guide questionnaire has been appropriately evaluated in

terms of the appropriateness of the content aligned with research objectives or

purpose of the study and the respondents accounts and viewpoints. After

considering my recommendation and suggestion for the improvement of the

research instrument, I can attest that the interview guide questionnaire had

passed through careful examination and was proven beneficial for their thesis

entitled, “The Challenges of Student Athletes in PWC of Davao: A

Phenomenological Study”. Therefore, I can recommend the usage of this

research instrument on their data collection for their research.

Certified by:

ABE Professor/ Validator Date of Completion:

Philippine Women’s College of Davao September 28, 2023

50

TERTIARY EDUCATION DEPARTMENT

(PSYCHOLOGY PROGRAM)

CERTIFICATE OF INSTRUMENT VALIDATION

This Certification certifies the research instruments developed by the student

researchers, Chantal Feyne E. De Leon, Honey Veive Ramas, Roldan Mangin,

had undergone validation from undersigned. Furthermore, it certifies that the

constructed interview guide questionnaire has been appropriately evaluated in

terms of the appropriateness of the content aligned with research objectives or

purpose of the study and the respondents accounts and viewpoints. After

considering my recommendation and suggestion for the improvement of the

research instrument, I can attest that the interview guide questionnaire had

passed through careful examination and was proven beneficial for their thesis

entitled, “The Challenges of Student Athletes in PWC of Davao: A

Phenomenological Study”. Therefore, I can recommend the usage of this

research instrument on their data collection for their research.

Certified by:

HMTM Program Chair/ Validator Date of Completion:

51

Philippine Women’s College of Davao September 28, 2023

Certificate of Validation
DEPARTMENT OF PSYCHOLOGY
CERTIFICATE OF CONTENT VALIDITY
This is to certify the research instrument entitled:

“THE CHALLENGES OF STUDENT ATHLETES IN PWC OF DAVAO:

A PHENOMENOLOGICAL STUDY”

Submitted by:
De Leon, Chantal Feyne E.
Ramas, Honey Vieve
Mangin, Roldan

For the degree of Bachelor of Science in Psychology under the College of

Arts and Sciences has been validated with respect to the appropriateness,
relevance, and representativeness of their construct.

Candice Laine D. Martin, RPm Date of completion:

Validator’s signature over printed name 09/11/2023

License Number: 0019169

52

Appendix D

Interview Guide Questionnaire

TITLE: "The Academic Challenges of Student-Athletes in PWC of Davao:

Researchers: Chantal Feyne De Leon, Honey Vieve Ramas, Roldan Mangin

Preliminary
Good day! We, Chantal Feyne De Leon, Honey Vieve Ramas and Roldan
Mangin, Bachelor of Science in Psychology students of Philippine Women’s
College of Davao, are conducting a study entitled, “The Challenges of Student-
Athletes in PWC of Davao: A Phenomenological Study". To begin with, let us
thank you for accepting our invitation to be part of our study. With your help, the
findings of our study will be of value to student-athletes, in general.
Moreover, the objectives of the study are to describe and present the
challenges of student-athletes in PWC of Davao. Please consider this
conversation as an avenue to express your thoughts and feelings as student-
athletes. The truthfulness of your answers will help us draw accurate and
reliable results. Please feel free to inform us whenever you feel any
psychological or emotional distress. Our registered psychologist/ registered
guidance counselor on standby is ready to assist you. Please be also informed
that you are free to withdraw from the study should you feel that you cannot
discuss the information that is asked of you.
The interview will take about 30 minutes to 60 minutes which will be audio
and video recorded, transcribed, and analyzed. However, to keep the
confidentiality of participants, your identity will not be disclosed by assigning you
a code name and only your answers will be written in the study.
This study is being conducted in accordance with the Data Privacy Act of
2012. We will collect and process your personal information only for the
purposes of this research study, and we will take all necessary steps to protect
your privacy. By participating in this study, you are consenting to the collection,
processing, and sharing of your personal information for the purposes of this
research study. You can withdraw from the study at any time without
consequence.
Lastly, the results of this study will generate rich information to help
professionals and concerned parties in intervention planning about the
challenges of student-athletes.

If you have any questions about how your personal information will be collected,
used, or shared, please contact the researcher at 09121799204/09505434792.
Before we begin, let me ask you, how are you?
53

Part I. Demographic Profile

Name (optional): ___________________________Age: _________ Sex: ______

Year & Course:
___________________________________________________________

Your Designated Sport: __________________Years of Residency in PWC: _____

Part II. Research Problem

What are the challenges of student-athletes in PWC of Davao?

1. What are your challenges as a student-athlete and your academic

responsibilities?
2. How do these challenges affect your academic responsibilities?
3. How do these challenges affect your athletic responsibilities?
4. What are your challenges as a student-athlete and your social activities?
5. How do you manage your time for your social activities and student-athlete
responsibilities?

Appendix E

Research Transcription
Respondent 1
Researcher: What are your challenges as a student-athlete and your academic responsibilities?
Unsa tung mga challenges nimo sa pagiging student athlete ug bahin sad sa imong academic
responsibilities?
Respondent 1: Base on my experience one of the challenges about that being an athlete and the
student athlete and at the same time so seeing my academic responsibility is I think being like
mentally and physically tired especially unlike sa schedule namin. I mean it's I'm training is one to
four and then a class is evening class of 5 to 9 so. Given the 30 minutes that you rest namin so
yes from hard trainings then from then continues as studies from 5:00 to 9:00. So, it is really
mentally and physically draining and I think ma observed ko din pagiging unproductive ko during
the class. Especially at training.
Researcher: ohh so like lisud jud no ang resting time, then for the next question how do these
challenges affect your academic responsibilities, like paunsa tung mga challenges na you cited
naka affect sa imong academic?
Respondent 1 : well challenge is not being like mentally and physically tired or exhausted from
being a student athlete and um uh fulfilling my academics possibilities now it kind of affected my
54

academic because uh yeah yun nga I observed that yun nga di na ako attentive sa class and I
would just rather sit down for class and not pay attention since yun din parang yung way para
maka rest ako and yun nga di na maka focus sa class cause I am tired na po.
Researcher: aside from the academic responsibility, how about how it affects your athletic
responsibility?
Respondent 1: Ok so yeah yun nga being tired ang challenges ko in terms sa academic ko as
athletic responsibilities for let's say for example I'm tired from training then there's mga task that I
need to submit but then di ko nagawa kasi instead na gawin ko diretso na ako sa bed so you
know while every day naga compile ang mga task ko and then you know I would rather I would
ask sakong coach “Pwede ma excuse sa training?” or habol lang sa need isubmit . imbis dapat na
ilaan for training mabawasn or hindi na nafulfill yung dapat na training time kasi may kailangan na
ako gawin na mga activities.
Researcher: So, into the next question, what are your challenges as a student-athlete and your
social activities? Social activities for example, family gatherings ana or outing with barkada, laag-
laag.
Respondent 1: oh based on my experience I think I am more on engaging stuff sa aking student
athletes are responsibilities rather than social activities school which is something na dapat ko
imanaged because I really do we all need social activities but since gina fulfill ko din yung new
responsibilities as the team captain and stuff so varsity you know my main focus po talaga is for
the student athletes I mean my student athlete responsibility that's why hindi ko po nabibigyan ng
time yung other social activities which is something that challenges me po.
Researcher: Last and final question, uhm, how do you manage your time for your social activities
and student-athlete responsibilities? Paunasa nimo ni sila mabalance sa time na limited lang sa
imoha?
Respondent 1: so how do I manage my time so uh since now like I said before and I really
prioritize my student athletes now responsibility so useful since it is really my main purpose for
the main my [stutters] my priority and gina prioritize ko po talaga is yung training ko and doing
yung mga kailangan kong gawin and then time after the training I would then attend sa mga social
activities po so at the end yun po yung prioritization ko ano ba if itong social activity involves um
like eating, too much drinking something that is not very healthy to me being an athlete so I would
decline that kind of activity po. For the athletic responsibilities it kind of affect my social activity
kase ayun nga since nga my priority for is yung pagiging student athlete ko na so hindi na po ako
nag ahh I don’t lend the time to engage in other social activities whether mapa close friend ko po
sila or something na mga activities na I really do enjoyed doing it before but then I have to fulfill
my responsibilities my priority is student athlete di po ako maka engaged ng activities , dili na
nako sya na attend ug time kay kase nga busy po currently sa trainings.
Respondent 2
Researcher: What are your challenges as a student-athlete and your academic responsibilities?
unsa tung mga challenges nimo sa pagiging student athlete ug bahin sad sa imong academic
responsibilities
Respondent 2: juggling both academic and athlete responsibilities, it wasn’t easy for me uhm
there were times there were times I am physically and mentally and emotionally drained which uh
resulted in me performing low uhh low performance in studies and as well as in my performance
inside the court it wasn’t easy there were times that I get sick dahil sa sobrang fatigue galling sa
hard trainings get and then there are also days where I lost focus and because my mind and body
is drained.
Researcher: How do these challenges affect your academic responsibilities?
Respondent 2: well in terms in my academic responsibilities there are times na that I am mostly
unhappy with my performance in the court and somehow nadadala ko yung emotions ko yung
mga negative feedbacks during discussions I lost focus and I felt demotivated to participate in
classes and lessen my engagement sa klase. I think somehow it affected my performance not to
mention uhm I get tired and somehow hindi ako productive kasi yung nga I am mentally and
physically tired, I was able to establish this “mañiana habit” like hindi ko na gina prioritize
academic stuffs ko and naga rest nalang ako something like that po
Researcher: How these challenges affect your athletic responsibilities?
Respondent 2: In terms in my athletic responsibilities I lost focus I was unable to uhm perform
well because I am bothered by moments that occur let’s just say na mga academic stuff ko meron
akong problems and I want to attain good grades pero it’s just that na nahihirapan ako sa subject
somehow nadadala ko din inside the court and performing bad at a game. I feel down and bad
dahil sa performance ko.
55

Researcher: What are your challenges as a student-athlete and your social activities?
Respondent 2: well right now kasi we are too much focused kami sa pagiging athlete wala na
akong time makipag engaged sa social activities, nilalaan ko ng focus ang pagiging athlete kaysa
mag attend ng get together sa friends.
Researcher: How do you manage to your time for your social activities and student athlete
responsibilities?
Respondent 2: I manage my time dun nako makaka engage ng social activities pag nafefeel ko
na yung burnout sa pagigigng student athlete my friends would invite me sa labas mag eat out
and I usually grab that chance para mag unwind but I make sure na yung social activity na
pupuntahan ko is like balance parin yung pagiging student athlete ko. Atlhough hindi naman
mostly like personal decisions ko na hindi mag attend maybe it’s because very strict kasi
masyado ngayon ang aming coach kailangan ang aming focus is nasa ano lang talaga nasa
pagiging athlete, I think it affects me In a way hindi na ako masyado nakakapag socialize sa other
people dapat ko i-prioritize ang pagiging athlete I think it’s the downside po sa pagiging student
athlete and having this various athletic responsibility like parang mas na papahuli ako lag isa
social needs ko like yung mag interact sa other people kasi yung coach ko atsaka sports
coordinator they encourage us to focus more sa pagiging athlete so yun po.
Respondent 3
Researcher: What are your challenges as a student-athlete and your academic responsibilities?
Respondent 3: at first lisud jud sya, lisud imanage ang time when it comes sa academic
especially pud sa as student athletes like uhhh like sa imohang time management unsaon nimo
pag manage sa imong academics the activities imong studies mag bangga pud sya sa imong
training so uhh lisud sya imanage pero makaya kaya nalang
Researcher: How do these challenges affect your academic responsibilities?
Respondent 3: specially kailangan once na ma focus ka sa isa ka butang as an athlete usually
among training mag bangga sya sa among klase mahuman syag 4pm wala nakoy time mag study
so ang big impact ana sa akoa is mu baba jud ang akong grades so dili ko maka expect og dako
pero mapasar lang nako sya
Researcher: How these challenges affect your athletic responsibilities?
Respondent 3: well uhm naa juy time na dili ko maka focus sa training specially pag naa natay
exam and naga study ta and at the same time may training and ang among coach is needed kami
sa training and kailangan jud ipakita nimo sa iyaha na willing ka pero unsaon man nimo pagpakita
sa imong skills once dili ka focus sa imong mga ginabuhat so diraa palang mu palag sya kay dili
jud nako panagsa ma express akong skills kay dagahan kog gina huna huna when it comes sa
school daghan kay kog mga buhatonon nay time na dili ko ma excel sa training.
Researcher: What are your challenges as a student-athlete and your social activities?
Respondent 3: it depends on my availability man gud akong focus jud is mag training mag
eskwela tas makahuman so if naa koy availability mu go ko sa akong mga friends and right now I
am quite busy kay naga focus ko sa akong future at the same time para sa akong present karon
Researcher: How do you manage to your time for your social activities and student athlete
responsibilities? Like imong mga activities outside and being athlete?
Respondent 3: usually since daghan jud kayo mi sa among family maka sabot jud na sila na
mag training ko training jud ko, musbaot nalang sila. pero if ever naa man ko sa and available
akong time maka adto kay syempre family gathering na gud na pero the rest wala najud kayko ga
adto. And also, for me kay naa jud time na akong mga friends naga laylo sa Ako Kay Dili jud ko
naga sabay pero okay nalang jud sa akoa pero naa rajud gihapon sa ilaha pero sa karun gusto
Nako na madawat nila kung unsa akong mga decisions if mag decline ko sa ilang offers
Respondent 4
Researcher: What are your challenges as a student-athlete and your academic responsibilities?
Unsa tung mga challenges nimo sa pagiging student athlete ug sa imong academic?
Respondent 4: First is kanang pag maintain sa among grades lisud man gud kayo kanang porket
scholar na mi mag bagsak bagsak nami sa amoang classes second kay ang financial though naa
mi scholarship, lisud gihapon para sa amoa ang allowances so sometimes mag uli mi sa among
province mag partime mi para kakitag kwarta.
Researcher: How do these challenges affect your academic responsibilities? unsa tung mga
challenges na naka affect sa imong academic?
Respondent 4: sometimes man gud katong nay mga subjects na nag online makaya pa nako
then naa mi face to face na subject’s mag lisud kog adjust sa time. So far pud ang problem lang
nako is time na mag rest kay gamay ra ang time na mag rest nako gikan training and wala nakoy
time mag study
56

Researcher: How do these challenges affect your athletic responsibilities?

Respondent 4: naa na diria ang performance tapos kailangan mag adjust jud kami mga athletes
kay bag.o among style sa training more on hard core sya. Sa kana once naa koy ma dawat na
negative na feedback sa akong coach gina kuan nako ang akong sarili mubaba akong self-
esteem pero mubawi ra sad ko sa mga sunuday na training.
Researcher: What are your challenges as a student-athlete and your social activities?
Respondent 4: Usahay kanang dili man jud ko ga gawas gud naa rajud ko sa akong kwarto and
dili kayko ga gawas sa balay jud pag wala koy training.
Researcher: How do you manage to your time for your social activities and student athlete
responsibilities?
Respondent 4: Siguro pag importante na kaayo ang social gathering kay mananghid mi sa
among coach then after man gud sa among coach mananghid pam isa among sports coordinator
pero usually jud sa balay rako usahay mangagda ang akong friends if naa koy budget. Then,
Siguro ang uban kay ma unfairan lang ko kay naay instances na maski importante kayo na
adtoan nako ang family gathering dili ko sugtan tas ang uban kay sugtan, kay kailangan unahon
ang training namo, naay time na sturyahon rapud nako akong kaugalingon kananang mag basa
nagud akong mata nya dili pajud ko sugtan mag sacrifice nalang ko.

Respondent 5
Researcher: What are your challenges as a student-athlete and your academic responsibilities?
Respondent 5: ang akoang nalisudan po kay amoang training nausab man gud sya gikan 9am -
12nn nahimong 1pm – 4pm then naa nami class after ana pagka 5 di nako maka ready dayun
especially karon na term kay naa koy face-to-face classes lisud sya para saakoa na maka andam
dayon dali dali kay after training klase napud.
Researcher: How do these challenges affect your academic responsibilities, like paunsa tung
mga challenges na you cited naka affect sa imong academic?
Respondent 5: okay ko in terms sa akong academic responsibilities mabalance man nako sya
basta maningkamot lang ko na wala koy grades lower than 2.50. Kanang muuli nasad ko po kay
since ang sched nako during 5pm kay dili nako kaabot mag klase ko sa jeep then saba sa jeep
tas dili kayo nako madungog ang tingog sa akong professor.
Researcher: How these challenges affect your athletic responsibilities?
Respondent 5: kanang nay time mag exam nami tapos one hour lang ang para maka study mi
mag duha duha mi unsa among pillion, mag training ba mi or mag study mi kay nahitabo man gud
na saamoa straight ang among training then exam week namo and ang among coach is need nya
mi nan aa mi tanan sad ula ang gibuhat nalang nako kay nag dula ko sa afternoon then pagka
gabie nag exam ko.
Researcher: What are your challenges as a student-athlete and your social activities?
Respondent 5: so far po wala koy social activities with friends pero if family gathering muadto jud
ko po since family sila unahon jud nako sila, pero if nay invite sa gawas unahon jud nako ang
training if ga contradict sa sched sa school
Researcher: How do you manage to your time for your social activities and student athlete
responsibilities?
Respondent 5: number 1 na himuon is isettle nako akong trainings po para if ever na nay koy
social gathering outside dili matunong ang mga gatherings sa akong training po. Ang atong
responsibility as a student athlete kay naka commit man ta sa atoa, kato akong buhaton if ever
akong training is MWF and ang akong free is TTHS mao jud na ang akong free na mga days for
social gatherings or activities po.

Respondent 6

Researcher: What are your challenges as a student-athlete and your academic responsibilities?
Unsa tung mga challenges nimo?
Respondent 6: ang among training style kay bag. o sya para saakoa mag struggle ko ug adjust
tapos as a student usahay kay maka tulog ko sa klase tungod sa kakapoy nako sa training
Researcher: How do these challenges affect your academic responsibilities? Paano ni
nakaapekto na mga challenges?
Respondent 6: Naka affect sya sa akoa kay dili man gud ingani sa una dili pako fully student
athlete though dili man gud nako gina ingon na student athlete nako di nako masabay ang duha,
or di na nimo mabuhat imong dating gina buhat kuan lang sya ma divide jud ang imong attention
kay mu atiman ka sa imong pagka student ug imong pagka athlete
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Researcher: How these challenges affect your athletic responsibilities?

Respondent 6: halos kuan para sa akoa jud halos time management, naga salig ko usahay na
ma early ko depenede nay usahay ma late ko, time lang jud naka affect sa akoa
Researcher: What are your challenges as a student-athlete and your social activities?
Respondent 6: sa akoa kay kuan (clear throat) dili dili kaayo ko ingun na ga uban sa mga
gatherings pero pag sa family mukuan ko pero pag abot sa tanan man gud sila ang mga like
friends jud na permente makauban syempre mga teammates after training magtapok bisag
mangadto Like Burag Gina build pud nila ang, unsay tawag ana… connection, kuan.
Researcher: How do you manage to your time for your social activities and student athlete
responsibilities?
Respondent 6: sa akoa kay baliktad naay mga gatherings tas conflict sa training mas unahun
gihapon nako ang gatherings kay ang trainings kay naa lang man gud na sya mananghid lang
Kung magsugot Kung dili magsugot si coach ok lang i-face nako ang consequences kay kung sa
gatherings kay kuan sa family rajud kay panagsa raman gud ang training kay everyday tas wala
biya ta kablo sa panahon basin last na ninyong kita. for me wala man naka apekto ang akong
pagiging athletes sa social activities kay burag dula lang gihapun. For me masuya gud ko kay dili
ko makauban pero unlike sa akong mga friend’s kay makasabot sila kay ingun ana mag adjust dili
sila ingun na dili ka kauban kay para sa Ila na lain na dili ka kauban dili sila ginahan na iwit ka so
mag adjust dili man gud na permente na burag pa presyo man gud kaayo na.

Respondent 7

Researcher: What are your challenges as a student-athlete and your academic responsibilities?
Unsa to na mga challenges na nakaapekto?
Respondent 7: based sa akong experience kay nag tuo ko na dali ra kayo mahimong varsity na
ipag sabay pero dili sya sayon diay and maka tulog ko sa klase or dili ko makasulod sa klase
tungod sa kakapoy tas dili nako ma manage ang time namo kay dili namo hawak among oras kay
hapon man among training, dili lalim mag training para sa akoa kanang musaka akong bagtak
Research: How do these challenges affect your academic responsibilities? How to na mga
challenges nakaapekto sa imong academic?
Respondent 7: Kanang sa akoa kay na shock lang jud ko kay karon rako naka experience ug
ingani pag 1st year nako bag-o kaayo sa akoa tanan ang student athlete, didto kanang mag libog
nako unsaon nako unsa akong unahon pero para saakoa unahon nako ang pagka student
Research: How these challenges affect your athletic responsibilities?
Respondent 7: time lang sa akoang problem nasa akoa rapud if maka early ko or usahay ma
late jud ko tungod late na nakamata.
Researcher: What are your challenges as a student-athlete and your social activities? Unsay
mga challenges nimo?
Respondent 7: So sa ako is ah much better jud ano jud kanang naga ano jud ba tawag ani oy,
naga sabay jud mi as a team jud if ever naa mi mga kanang mga circles ah sa akong kauban
muingun dayun so bali ma akong problema ba kay matapok dili magawas Tapos if ever naay mag
dula ug volleyball is Kami lang gihapun team kay ma connect sya ba dili wala gud as dula ana
ana.
Researcher: How do you manage to your time for your social activities and student athlete
responsibilities?
Respondent 7: magbase lang pud ko sa ano if unsay event diria or sa gawas ug sa sulod ug ang
event sa gawas kanang dili lang kaayo sya ano ba importante kaayo so mag training jud ko if
ever Gina chatan ko na ana so kailangan jud nako sa importante so didto jud ko sa gatherings.
So, nay time jud kung kanang naay muana sako na pwede ka magkig ana ana bali gi accept lang
nako ang consequences mas piliun man jud to nimo ang importante kay ang training jud same sa
ilaha naa lang man jud na. So far, wala paman gud sa akoa naa lang juy time na masuya ko kay
maypa sila ay kay naa sila diraa Like training ko so if ever dili musugot sa coach is accept nalang
nako na training nalang ko diria pero naay time na mananghid ko tapos musugot si coach so
maka join jud ko pero majority is dili jud musugot si coach mag training nalang jud ko magbatak
nalang jud mig taman diria, asa lang gud ng dula sa gawas ug sige kag training ana.
Respondent 8
Researcher: What are your challenges as a student-athlete and your academic responsibilities?
Unsa to nga mga challenges imong na encounter?
Respondent 8: ako po yung ano, uhh siguro yung time management ko po yung oras ko po ,
kasi nung first year ako nagsabay po yung training at class medjo stress kasi may gagawin
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papong activity and late napo ako sa training, nakaka drain po kasi may tatapusin papo sa gabi
hindi po ako maka tulog ng maayos sa pagiging athlete naman po is being mentally drained
during trainings minsan hindi mo alam kung makaksabay ka pa po mga kasama mo.
Researcher: How do these challenges affect your academic responsibilities, like paunsa tung
mga challenges na you cited naka affect sa imong academic?
Respondent 8: yung saakin naman po marang may positive and negative effect sa akin po
meron din po kasi akong ma grasp, kahit papano na try ko pong mag multitask napag sasabay ko
po kahit hindi naman po gaaning kadalas na ginagawa ko po makaya ko po pero yung negative
naman po siguro yung pagod po ako palagai yung feeling pagod kapo kahit hindi naman po ako
pagod.
Researcher: How these challenges affect your athletic responsibilities? Paano ni siya
nakaapekto?
Respondent 8:sa akin po ako po mapa negative or positive man feedback ng coach naming
palagi po akong naka tingin sa positive kaya palagi po akong motivated.
Researcher: What are your challenges as a student-athlete and your social activities? Like mga
challenges na imong nasinati sa athlete life ug social life nimo.
Respondent 8: ako naman po to be honest, wala naman po akong ah, anyway May mga
kaibigan naman po ako na syempre sa classroom, may mga childhood friend naman po ako and
iba po sa sa volleyball kase parang sa volleyball naman po dun po yung friendship po talaga na
nabuo. Ever since dun po talaga ako nakahanap ng ng social like for example like mga social
gatherings po mga kasama ko po yung mga volleyball playmates, then yun po. Kung I-compare
ko naman po sa mga friends ko talaga na yung mga childhood friends and everything, mas
madalang po Kami lumalabas I- compare po sa mga teammates ko po mas madalas po kami ng
mga teammates ko po.
Researcher: Last, how do you manage to your time for your social activities and student athlete
responsibilities?
Respondent 8: kapag naga conflict naman po, ani parang priorities po talaga mas Gina pili
nalang po namin Kung ano po yung kailangan Kung gatherings naman po, kase pag pilian naman
po gatherings sa trainings of course yung gatherings kase pwede naman po yun maulit yung
trainings naman po may consequences po kase kami so syempre ayaw naman po namin mag
absent para mag punta lang sa isang gatherings na pwede namang maulit and then ma punish
kami dito sa isang ano parang ganun po. Mas piliin po yung priorities. Actually, nung last po kasal
po ng tatay ko, tapos of course mag training po kami a head of time nagpaalam na po kami yun
lang po parang time management lang po. ako naman pud kay ganun man din sya, of course
kung sa family, family naman po talaga pero Kung like mga friends naman po syempre training
naman po talaga. dun naman po sa amin pag narinig po nila yung namin ako po pati yung kambal
ko alam agad po nila na ah yung volleyball players, so parang kapag may Activities po sa amin
like May kulang like May need po na tao parang uy tawagin niyo yung kambal baka gusto nila.
Yun po parang kilala na nila kami as volleyball players, yun po (giggle).
59

CHANTAL FEYNE E. DE LEON

Purok 4-B Maligaya Street. Lubogan, Toril Davao City, 8000

Mobile No. 09121799204

Email: [email protected]

Facebook: Chantal Feyne De Leon

EDUCATIONAL BACKGROUND

Elementary : Brokenshire College of Toril

Address: Purok 8 Pagkakaisa, Lubogan Toril, Davao City

Secondary: Crossing Bayabas National High School

Address: Jupiter Street, Crossing Bayabas Toril, Davao City

Senior HS : Saint Peter’s College of Toril

Address: McArthur Highway, Toril Davao City

Strand: Humanities and Social Sciences

Tertiary : Philippine Women’s College of Davao

Address: University Avenue Juna Subdivision ,Matina Davao City

Course: Bachelor of Science in Psychology

60

HONEY VEIVE RAMAS

Purok 11 Talomo Proper Davao City Philippines

Mobile No. 09505434792

Email: [email protected]

Facebook: Vianny Sapphira

EDUCATIONAL BACKGROUND

Elementary: Talomo Central Elementary School

Address: Talomo Davao City

Secondary: Talomo National High School

Address: Talomo Davao City

Tertiary: Philippine Women’s College of Davao

Address: University Avenue Juna Subdivision ,Matina Davao City
Course: Bachelor of Science in Psychology
61

ROLDAN M. MANGIN

Ruby st. Nabua Compound, Matina Crossing Davao city. 8000

Mobile No. 09758288413

Email: [email protected]

Facebook: Rol Done

EDUCATIONAL BACKGROUND

Elementary : Dapnan Elementary School

Address: Dapnan Baganga, Davao Oriental

Secondary : Crispin E. Rojas National High School

Address: Lambajon Baganga, Davao Oriental

Tertiary : Philippine Women’s College of Davao

Address: University Avenue Juna Subdivision, Matina Davao City

Course: Bachelor of Science in Psychology