EXPLORING THE ACCOUNTS OF STUDENT ATHLETES IN THEIR TRIUMPH IN

DIFFERENT MEETS

A Research Paper Presented to

the Research Committee in
Linao National High
School

In Partial Fulfillment of the Requirements

In the Practical Research 1:
Qualitative Research

Researchers
ANGELIA, JOBEL
AYUBAN, JHONNY
CAÑAS, RODKENT
ORTILANO, KIMBERLY NENA
QUIÑO, LAYME
RABE, JAYRALD
VILLAPAÑA, LIZA MAE

June 2023
 Chapter 1

INTRODUCTION

Rationale

A student-athlete is a ‘person who is a full-time high school student, and who

participates in athletics or play sport as an individual or member of a federation, a club,

or a sport association. However, being a students in a institution, student-athletes’

primary task is comply with academic requirements so that it will lead them to earning

degree. Fundamentally, athletes have two major roles they must balance: being a

student and an athlete (Pato et al., 2014; NCAA 2019; Lopez de Subijana et al., 2015;

de Brandt et al., 2018; Davis et al., 2019).

In United State of America, practitioners and scholars have long examined the

ways intercollegiate athletic participation influences student-athlete behavior, focus, and

decision-making during posteligibility (Carter-Francique & Richardson, 2015; Dorsch et

al., 2022; Harper et al., 2013; Harper, 2018; Rutledge, 2015, 2017, 2019, 2022;

Simpson et al., 2021; Smith et al., 2021). In addition, the recent passage of name,

Image, and likeness (NIL) laws and deals has further complicated the need to place

importance On academics (Mayne & Forer, 2023; Somlomon 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).

 In the Technological Institute of the Philippines, it was found out that student-

athletes’ performance are directly affected by the factors concerning education and

university such as the length of training, the facilities provided by the administration,

incentives and rewards, the coaches and the demographics of the students.

Consequently, the National Collegiate Athletic Association (NCAA) were on watch on

how student-athletes experience the situation of balancing the time for studying and

performing in sports. It was found out that a lot of issues such as low graduation rates,

unhealthy behavior, issues academically, and graduating with poor academic standing

are present in different schools NCAA handles. This proves that a good and healthy

environment while performing on sports can directly affect the rate of academic success

of student-athletes who study while doing sports (Gayles & Hu, 2016).

Furthermore, In Linao National High School, many student athletes are

participating in different sport meets. In the recently concluded DavNor Division Meet

many student-athletes in Linao National High School won in the specific sport.

However, behind that success they faced different challenges during their practice up to

the competition. Student athletes observed that they lack of financial support and

shortage of time for practice and training. In addition, participating in sports and not

attending classes during practice affect their academic performance. Therefore, they

need to balance their time to cope up the two responsibilities as a student and as an

athlete at the same time.

There is a similar study of Uyan (2017) entitled “ A study between Sports

Participation and Academic Performance” however this study will be done in rural area

about the experiences of student behind every success in different meets. As the
researchers, we personally observed some issues that is relevant to the experiences of

student athletes. Possibly, this issues and observation are gaps that need to fill in.

Thus, the researchers would like to conduct a study about the accounts of student

athletes in their triumph in different meets.

Purpose of the Study

The aim of this study is to capture the narratives of student-athletes on how they

deal and manage the responsibilities; being a student and an athletes. It also aims to

investigate the experienced behind their successes, the coping mechanism amidst the

problems they faced, and what lessons they can share to those other aspiring student

athletes.

Research Guide Questions

1. How do the student-athletes describe their journey in joining different meets?

2. How do they cope up with the challenges they encounter?

3. What are the insights and lessons learned by student-athletes in joining

different sport meets that can be shared to others?

Theoretical Lens

This study is based to the Theory of Work Adjustment proposed by Lofquist and

Dawis (1969) which states that work is conceptualiazed as an interaction between an

individual and a work environment. It requires a certain tasks to be performed at the

individual brings skill to perform the tasks. Student-athletes have a significant amount of

responsibilities, both in the sporting and academic worlds. Research shows that

student-athletes can learn transferable skills from competitive sport, other factors (e.g,
high athletic identity, lack of time/commitment to nonsporting events) may impact their

transition out of collegiate sport.

This study is anchored to the theory Student Involvement Theory in sports

proposed by Astin (1984) defines involvement as “the amount of physical and

psychological energy that the student devotes to the academic experience”. He further

clarified that involvement refers to behavior, what a student actually does, rather than

the student’s feeling or thoughts. Astin defines both the highly involved and uninvolved

student. He defines the highly involved student as one who “devotes considerable

energy to studying, spends much time on campus, participates actively in student

organizations, and interacts frequently with faculty members and other students.

Student-athletes have to balance many different activities in order to be successful such

as meeting, athletic obligations, academics, and other activities.

This study is anchored to Cognitive Theory proposed by Jean Piaget(1930) which

states that cognitive Psychology is linked to sports in that it allows us to acknowledge

internal mental states such as desire and motivation and also allows us to ”perform”

mentally. Specifically, he posited that as individual thinking develops from one stage to

the next, their behavior also changes, reflecting these cognitive developments. The role

of cognition and neuroscience in understanding, predicting, and potentially improving

elite sports performance is an area that has received increased interest in recent years

(Yarrow et al., 2009; Walsh, 2014; Katwala, 2016). This notion is validated by studies

showing that athletes perform faster and more accurately on specific cognitive tasks

( Mann et al., 2007; Voss et al., 2010).

Significance of the Study

This study anticipated to generate findings on the struggles, coping mechanism,

and insights of student-athletes. It is envisioned that findings may be important to the

following:

Department of Education. The result of this study will serve as additional source of

information to formulate program like special program in sports that can be beneficial to

student athletes.

School Administrators. The result of this study can benefit the school administrators

by applying the proposed action plan which will help to create or make facility projects

that can add value in the training season of student athletes.

Teachers. The study will be of great help to the teachers of the institution. It will serve

as a reference for them to be more effective in teaching, encouraging and guiding their

students to enhance their skills, comfortability, and productivity in learning and provide

better learning techniques to their students. This way, Teachers will be able to

understand the small yet inconvenient struggles of student athletes, especially in

performing their day-to-day tasks in school when in conflict with their schedules in

sports training.

Student Athletes. The result of this study will serve as motivations and springboard for

them to strive more and improve their ability in balancing their time.
Future Researchers. The information presented in the study may serve as reference

data in conducting new researches similar to the study as well as testing the validity of

other related findings. This study will give them a background or overview of the

research as well as to guide them in determining the implications of the athletic

participation of students.

Definitions of terms

For a clearer and better understanding of the study, the following items used

were defined conceptually and operationally.

Athlete- A person who sees her/himself as naturally, with the ability to pick up

and/or play just any sport well; “a person who is trained or skilled in exercises, sport, or

game requiring physical strength, agility, or stamina” (Merriam Webster). A person

engaging in physical activities who have the ability, skill, and strength to do his/her

duties and to paly with other athletes.

Student-Athletes- Is a term used principally in the United States to describe

students enrolled at postsecondary educational institution, principally colleges and

universities, but also at secondary schools, who participate in an organized competitive

sport sponsored by the educational institution or school. The term student-athlete was

coined (Byers,1969). In this study, these are the individuals who are participating in

sports competition while studying.

 Triumph- The joy or exultation of victory or success (Merriam Webster). In this

study, this refers to the success or victorious moment of the athletes during District and

Division Meet.

Review Related Literature

The following are some related studies that reveal and show about the recent

studies conducted by certain researchers. It is the process of collecting, selecting, and

reading books, journals, reports, abstract, and other reference materials that is related

to your study. It shows the results of their studies and what they found out and learned

in conducting their research.

Student Athletes’

Collegiate athletics play a tremendous role in the average student’s life, whether

it be attending wild tailgates at homecoming games or playing recreationally with

friends. The general community around the university can have differing perceptions of

student athletes. Some people student athletes and love the entertainment aspect of

college athletics, others think that sports are a waste of time, since most student

athletes don’t go professional after college (Tucker, 2016). Student athletes must

balance their academics, athletics, and social lives while trying to take care of

themselves as well as dealing with pressures placed on them by coaches, teammates,

school community. The participation in athletics makes for a hectic everyday life and

can impact the well-being of student athletes in multiple ways. Student athlete manage

numerous demands and expectations,. From coaches, parents, and peers, regarding
athletic and academic performance (Parker et al., 2016). In 2018, the 7.98 million

student athletes participating in high school sport in (National Federation of High

Schools, 2019), represent approximately 47% of the 17.1 million high school students in

the US (U.S. Census Bureau, 2018). While high sport is widely sanctioned within

educational institutions in the U.S and is deeply embedded in the culture of local

communities (Coakley, 2015), it is also a unique setting within the larger education

system with its demand on student time and commitment and its publicly-observable

organized interscholastic competition ( Turgeon, Kendellen, Kramers, Rathwell, &

Camire., 2019).

Experiences of Student Athletes

There are two identified main source of student athletes’ stress: 1.) academic

stress and 2.) athlete stress. Academic stress refer to pressures brought about by

maintaining certain GPA in order to keep their scholarship and keeping up with school

requirements (i.e. homework, exams, projects, etc.). While having intense daily trainings

Lopes, et al. (2020). Records show that student athletes usually experience the highest

levels of stress during periods when academic demands are great, causing them have

sleep problems, become more prone to injuries and experience mental health problems

(Hamlin et al. (2019). Athlete stress pertain to the stress they experience that are

related to their cohort (i.e. sport-specific, individual or team sports). This includes

physical training demands, competition schedules (e.g., travel time, missing class),
dealing with physical injuries, sport-specific social support (i.e. relationships with

teammates, coaches) and playing status (i.e. starting, non-starter, bench time, etc.).

Academic performance is a significant source of stress for most students (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 (Lopez de Subijana et al., 2015; Hamlin et al., 2019).

Athlete stress pertain to the stress they experience that are related to their cohort (i.e.

sport-specific, individual or team sports). This includes physical training demands,

competition schedules (e.g., travel time, missing class), dealing with physical injuries,

sport-specific social support (i.e. relationships with teammates, coaches) and playing

status (i.e. starting, non-starter, bench time, etc.). Athletic stress, the domain of athletics

can expose collegiate athletes to additional stressors that are specific to their cohort

(e.g., sport-specific, team vs. individual sport) (Aquilina, 2013). Time spent training (e.g.,

physical conditioning and sports practice), competition schedules (e.g., travel time,

missing class), dealing with injuries (e.g., physical therapy/rehabilitation, etc.), sport-

specific social support (e.g., teammates, coaches) and playing status (e.g., starting,

non-starter, being benched, etc.) are just a few of the additional challenges collegiate

athletes must confront relative to their dual role of being a student and an athlete

(Fogaca, 2019). The pressure to maintain both high levels of academic and athletic

performance may increase the likelihood of triggering mental health issues (i.e., anxiety

and depression) (Li et al., 2017; Moreland et al., 2018). Mental health issues are a

significant concern among students. There has been an increased emphasis placed on

the mental health of athletes in recent years (Rearder et al., 2019). Based on the 2019
National College Health Assessment survey from the American College Health

Association (ACHA) consisting of 67, 972 participants, 27.8% of student athletes

reported anxiety, and 20.2% reported experiencing depression which negatively

affected their academic performance. It has been suggested that the occurrence of

stress and anxiety may cause physiological responses, such as an increase in muscle

tension, physical fatigue, and a decrease in neurocognitive and perception processes

that can lead to physical injuries (Ivarsson et al., 2017).Periods of more intense

academic stress increase the susceptibility to illness or injury (Hamlin et al., 2019). For

example, Hamlin et al. (2019) investigated levels of perceived stress, training loads,

injury, and illness incidence in 182 athletes for the period of one academic year. The

highest levels of stress and incidence of illness arise during the examination weeks

occurring within the competitive season. Aside from negative experiences of student

athletes in joining different sport meets, participation in organized sports is not only

beneficial to one’s health, but it can also develop many positive character traits that

athletes can use in every aspect of their lives. Being part of an organized school team,

practicing several times per week and representing the school competitively will also

promote self-esteem, self-concept and social capital within the student and develop a

strong level of school connectedness (Bradley & Conway, 2016). Student athletes

continuously navigate physical, psychological, and social demands including balancing

academics and athletics, while striving to meet both internal and external expectations.

Participation in athletics has numerous benefits such as mood enhancing effects,

development of life skills (e.g., leadership, time management, resilience), and sense of

belonging (Zuckerman et al., 20121). Generally, participating in athletics is seen to be

extremely beneficial for students physical health and mental well-being (Armstrong et

al., 2015; Gayles & Baker, 2015).

Coping Mechanism of Student Athletes

Student-athletes’ personal resources and/or coping strategies have been

associated with successful coping (Debois et al., 2015; Stambulova et al., 2015) and

explored across several studies (e.g., Brown et al., 2015; Cosh & Tully, 2014;

MacNamara & Collins, 2010). Personal resources, meaning intrinsic factors or strengths

that facilitates coping, highlighted in the previous research include organizational and

time-management skills, self-awareness, self-discipline, dedication, perseverance, and

interpersonal skills. Key coping strategies, meaning what student-athletes do to cope,

include being proactive and planning ahead (including time for recuperation), changing

priorities, communicating with staff, and seeking social support (e.g., Brown et al.,

2015). Student-athletes’ coping resources and strategies have also been summarized

into four DC competency-factors (De Brandt et al., 2018) including DC management

(e.g., self-discipline, time management, planning, and prioritizing), career planning (e.g.,

vision of where to go in life), emotional awareness (e.g., stress-management), and

social intelligence and adaptability (e.g., ability to ask for help, and make and maintain

relations). DC competences have also been explored in relation to DC scenarios. When

asked to choose the most important DC competences for coping with various scenarios

os the student-athletes across De Brandt (2017) and Linnér et al. (2019) highlighted the

competences as follows. For the Exam and Miss days of study scenarios student-

athletes emphasized prioritizing, time management, self-discipline, a present focus, and

willingness to make sacrifices. For the Social life scenario, they emphasized the ability

to make and maintain social contacts, time management, and willingness to make

sacrifices (De Brandt, 2017; Linnér et al., 2019). Beyond personal resources, previous

research has showed the importance for student-athletes to have a network of support,

for example, family, coaches, teachers, peers and DC-support providers, that

recognizes the demands of pursuing a DC and responds in an autonomy supportive

way (providing guidance, advice, flexibility or emotional support; Defruyt, 2019; Knight

et al., 2018). Student-athletes can also experience DC barriers, meaning internal or

external factors that interfere with the coping process, including for example a lack of

DC understanding and flexibility (Geraniosova & Ronkainen, 2015), or a lack of time for

social life, rest, and recovery (Kristiansen, 2017).

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 (Cooper, 2016; Jowett &

Spray, 2013; Simpson et al., 2021; Smith et al., 2021).

 Chapter 2
METHODOLOGY

This chapter introduces the procedure that is used in this study in investigating

the experiences of students athletes who compete in different sport meets.

Research Design

In this investigation, the question sought to find out the experience and

challenges of the students athletes while competing in different sport meets. This study

engages through in-depth interview , which was required by the research design.

This study will utilize qualitative research design. It is a subject report which

employs narratological way to deal with accumulating important information. This

method seeks to comprehend and analyze the significant that participants give to their

daily lives (De Vos, 1998). The qualitative approach concerns around characteristics of

human conduct. The point of such method is not generalize but to comprehend and

interpret the meaning and intentions that underlie everyday human activities (Bailey,

1987; Bogdan & Taylor, 1975; De Vos, 1998; Ferriera et al.., 1988). Qualitative study is

an inquiry process of understanding based in distinct methodology tradition of inquiry

that explore a social or human problem. The researchers build a holistic picture,

complex, report detailed views of informants, analyzes words and conduct the study in a

setting (Creswell, 1998).

 There are six approach in qualitative research, but the approach of this study

was narratology. Narratology will be the focus of this study because it deals with the

experiences of person. This describes the meaning of several individuals of their

experiences of a concept or a phenomenon, this approach then collects data from

persons who have experienced the phenomenon and develops a composite description

of the experience (Creswell, 2007).

The common form of qualitative study is in-depth interview (IDI). In-depth

interview will be conducted usually on one to one basis or you are interviewing a single

person. A design to reveal the underlying motives of the interviewees attitudes,

behavior, viewpoint, and perceptions.

In our study, in order to achieve comprehensive description of the study that

included the experiences and viewpoint of faced by our participants, we will be adapting

the in-depth interview, which question will focus on the research question and the

interview guide question that are related to the issue of the challenges and experiences

of student athletes in competing in different sport meets.

Role of the Researchers

In this study, we will ask an initial permission from our school head where we will

conduct our study. We will ask verbally the identified students if we can have then to an

interview. We will sincerely inform and carefully explain to them about the objectives
and the purposes of our study. All participants will ask to confirm that they will be the

participants of our study.

During the conduct of our study, we will explain the context of our study to them,

the three research questions, the interview procedures, and the contact of the

information of the researcher. All data that we will gather on the portable device owned

by the researchers and it will save in privacy.

As the primary interviewer, it is our duty to make sure that Participants’ data

will be gather in accordance to the ethical standards for qualitative research. The

researchers will initially make an effort to establish relationship and linkages with the

participants. They will receive privacy and privacy protection in order to uphold the

ethical conduct of the research. No one will be forced or under any duress to take part

in the study, hence, everyone will sign a written consent form immediately after they

agree to take part in this study.

In this study, I am also the recorder. With this role, with the help of an audio

recorder application installed in my smart phone, I will record and the store the

proceeding of the in-depth interviews. Through this, I will be able to make sure that the

exchange of ideas and information will be properly and audibly recorded. More

importantly, data will be handled in a secured manner to maintain its privacy. Audio files

of the interviews will be stored in my password-protected laptop folder.

 Regarding my responsibility as the transcriber, We will ensure that all audio

recording are verbantimly transcribed, regardless of how understandable the

transcription may be when it is ready back. We will also ensure that the transcriptions

are accurate and precise, that personal blades are prohibited and the participants’

replies were accurately translated from their native tongues into Standard English

format. Additionally, I will give each participants a code so I can hide their identities

while transcribing the data.

Lastly, As a translator, we will ensure that we transfer whatever interviews say

to the target language. We will ensure from source language into the target language

that the meaning is the same. Additionally, we as the translator respect and understand

the target audience’s culture and to ensure that this understanding is portrayed in the

written translation.

Research Participants

Research participants of the study are the student athletes in Linao National High

School who have been compete in the different sport meets. A total of three participants

will be interviewed for the IDI in the data collection procedure. This is justified in the

literature review of Subodi (2021) which revisited and explored the ideal number of

participants in different qualitative approaches. Accordingly, traditions of qualitative

research such as narrative research, phenomenology, and case study accept small

samples ranging from 1 to 22, provided that the research purpose is adequately

attained.
 In the participant selection, purposive sampling will be employed. This type of

sampling entails the purposeful selection of the participants based on their capacity to

explain a specific theme, concept or research topic (Robinson, 2014). Since the study

requires the authentic narratives of student-athletes, it is of precedence to select

participants who can better provide information about this research focus.

As part of determining the qualified participants, the following were

conceptualized to be criteria for selection: (a)They must be a student in Linao National

High School;(b) they must be a student athletes; (c) They must have been joined in

different sport meets competitions. More importantly, interviews with the participants will

be done face-to-face and in-depth-interview.

Data Collection

In gathering the data for the study, the researcher will follow the following steps:

First, We will ask permission from the school head of the Linao National High

School to conduct the study.

Second, the interview guides will be formulated and presented to the research

adviser and validated by internal and external validators who already known to be

experts in validating research instrument. Suggestions, corrections, and revisions will be

taken seriously into considerations. The in-depth interview are conducted after seeking

permission and approval from the school head.

 Third, We will look for students that is a student-athletes in Linao National High

School. The research objectives and the entire methodology are explained to the

identified research participants. After which, they are requested to sign a consent from

and to agree to the condition stipulated that their participation is voluntary and without

coercion, in which they are willing to impart their knowledge as needed in the study .

Fourth, in the actual interview process, interviews will begin with a brief review of

the purpose of the study, assurance and confidentiality and description of the

participants’ right. In-depth interview will be conducted during the free time of the

participants. The IDI typically will occur in one session per interviewee in which the

research looked patterns that emerge from the thick description of challenges faced by

the informants (Johnson, 2012).

After which, the result of the interview will be presented, transcribed and

discussed. The information is analyzed, explored and treated based on the problems of

the study. In order to concretize idea, the result will be supported with related studies

and literature.

Lastly, participants will be selected and identified using pseudonym attached to

an individual’s real identity. To maintain privacy and confidentiality of information.

Data Analysis

After managing to gather the data, certain procedures for data analysis follows

which will eventually lead to a full understanding of the narratology or research topic
that is investigated in qualitative research. Hence, this research study will analyze the

participants’ data through the following procedures : use of coding, thematic analysis,

formulation of relevant core ideas, and clustering of the same ideas to generate major

themes or segments.

Qualitative data analysis is the range of processes and procedures whereby we

move from the qualitative data that had been collected into some form of explanation,

understanding of interpretation of the people and situations investigated. It is usually

based on an interpretative philosophy. The idea is to examine the meaningful and

symbolic content of qualitative data (Lewins et al.,2010).

All in-depth interviews and documents will be transcribed into written form for a

closer study. The transcription procedure will help the researcher to have a profound

understanding of data as it involved what will be presented in the transcript. The

responses of the participants will be documented in a tabular form. The researcher will

transcribe the participants’ answer from specific questions to follow-up questions.

An additional column is for coding followed by thematic where the researcher will

get the central themes and core ideas of the participants’ responses. Hence, the

researcher is able to capsulize all the answers gathered. Analysis and interpretation is

made afterwards.

According to Saldana (2012) that a code in qualitative inquiry is most often a

word or short phrase that symbolically assigns a summative salient, essence-capturing

or evocative attribute for a portion of language-based or visual data. The data can

consist of interview transcript, documents and literatures.

In coding, the researcher will look for different concepts and categories in the

data in which it will form the basic units of the analysis. The researcher will break down

the data into first level concepts or master headings and second level categories of

subheadings. It formed specific to general categories to have an comprehensive set of

themes.

After coding, the researcher will extract the main concepts and continued to

thematic analysis. Then, the researcher will set together the concepts derived into

foremost theme.

Thematic analysis is the data technique will be used in this study. Thematic

analysis is a method for identifying, analyzing and reporting patterns within the data

(Boyatzki, 1998). In this way, it minimally organizes and describes the data to be

gathered in a rich detail to be used in the study.

The results of the gathered data are the bases of the assumptions, the

implications of this phenomenon and recommendations for further research.

Trustworthiness of the Study

In qualitative research, the term “trustworthiness” relates to the caliber, veracity,

and accuracy of the results. The level of readers’ confidence or faith in the outcomes is
relevant (Schmidt & Brown, 2015). Researchers should set the protocols and methods

required for a study to be regarded as worthy of consideration by readers in each study

(Amankwaa, 2016). Hence, the criteria outlined by Lincoln and Guba (1985) will be used

to ensure the trustworthiness of this study which includes credibility, dependability,

confirmability, and transferability.

The validity of the research findings is referred to as credibility or truth value.

Based on the research methods, participants, and context, the researcher’s level of trust

in the results varies (Ary, 2010). It is derived from the intended research objectives, and

credible research decisions are those that are consistent with the researcher’s

objectives, and the researcher or practitioner is critical and confident in making

methodological decisions (Patton, 2002). Also, according to (Patton, 1999) as cited by

(Biado et al., 2021), good research must meet certain criteria, one of which is the

research involving the use of rigorous procedures and techniques by the research is

notable for collecting important types of data. Following the collection of the data, it is

important to conduct a thorough analysis, paying close attention to the reliability,

validity, triangulation, and the researcher’s credibility. Additionally, an innovative and

thorough analysis of the data should be done. In this study, to have a credible research,

we will be utilizing iterative questioning and member checking as we will be using the in-

depth interview as our method of data collection.

Further, as cited by (Wadembere, 2014), iterative questioning is about using

probes to collect detailed data. Reworded questions are used by researchers to get

pertinent information on themes that informants had previously raised. Falsehoods are
exposed in both instances of disparity, and researchers can choose to throw out

suspect data

In the context of this study, the iterative questioning will be done by using probing

questions to collect data. Follow-up questions will also be asked to help us identify

additional aspects that can make a difference to their provided information and to

confirm that both of the researchers and the participants understand each other. Also,

we will ensure the sufficiency and relevance of the gathered information by also using

the research questions.

Moreover, member checking will be used in the context of this study. It is about

returning data, analytical classifications, interpretations, and findings to members of the

groups from which the data was obtained. It improves the data, especially because the

researcher and participants view the information from various viewpoints (Korstjens &

Moser, 2017). Asking a participant to review the transcript of their interview may

improve data accuracy. It can be used to allow participants to reconstruct their narrative

by eliminating portions that they believe no longer represent their experience or present

them in a poor light (Birt et al., 2016).

In this study, we will present the raw transcriptions to the participants. We will let

them read and analyze for them to verify the accurateness of the transcripts. We will

also let them ask us to discard some parts that are not appropriate for them or they

think they never said. We will also let them know that they can also add some

information that they wanted us to include in our transcript.

 One important aspect that qualitative research must posses is trustworthiness.

By definition, trustworthiness pertains to the extent of confidence that one can conclude

from the given data and the rigor of the procedures in gathering the same data (Polit &

Beck 2014). With this in mind, this also demonstrates that one of main issues that

qualitative researches must overcome is the issue of trustworthiness, given it’s

elements of subjectivity in its process and outcomes. As such, Shenton (2004) offered

that the following criteria should be addressed to ensure the study’s trustworthiness:

credibility, comfirmability, transferability, and dependability.

Foremost, credibility is simply a concept that relates to the truth and confidence

placed in the research design that is utilized. This only establish that findings with high

credibility reflect the information that is originally drawn from the data given by the

participants. This also posits that the interpretations on participants’ data are correct

and are reflective of the authentic views of the participants (Korstjens & Moser,2018).

To address possible arising issues in credibility, We will make sure that we use

literative questioning when we interview our participants. This is to enrich the data that

we can collect from the IDI that we will conduct through adding follow-up questions.

Moreover, We will also allow the participants to use the language which they are

comfortable to use. This is to enable my participants to express better their perspective

and not be limited by one’s profiency in a language which they are uncomfortable to use

with.
 We will also facilitate member checking to attest to the veracity of the

participants’ interview data. We will make sure that after we finish transcribing the data,

we will have it checked by the participants. This is to ensure that the gathered data is

accurate and representative to the actual narratives that the participants would want to

convey through this study. To attest this, a member checking certificate will be signed

by the participants. More over, prior to the signing of the said certificate, We will cater

any revisions on the transcripts that the participants would like to suggest.

Conformability is a measure of how well the inquiry’s findings are supported by

the data collected (Lincoln& Guba, 1985). To achieve conformability, Shenton (2004)

noted that researchers must take steps to demonstrate that findings emerge from the

data and not from their own predisposition.

To address issues of conformability in this study, the researcher will make sure

that the findings are the product of the focus of the inquiry and not of the biases of the

researcher. Moreover, the researcher will use audit trail. Audit trail allows any observer

to trace the course of the research step-by-step via the decisions made and procedures

described as suggested by Lincoln and Guba (1985). In other words, audit trail is a

transparent description of the research steps taken from the start of a research project

to the development and reporting of findings. It will review raw data such as recorded

video tapes, written field notes, and documents.

In this study, the researcher will come up with an audit trail in order to trace the

responses of the participants. In addition, the researcher will keep all the records
regarding what is used in the conduct of the study so that other personnel such as the

research panel and adviser could check to see if the interpretations and conclusions

could be treated to legitimate sources.

Transferability refers to the degree to which the results of qualitative research

can be transferred to other contexts with other respondents- it is the interpretive

equivalent of generalizability (Bitsch, 2005). He expounded that the researcher

facilitates the transferability judgment by a potential user through thick description and

purposeful sampling. This means that when the researcher provides a detailed

description of the inquiry and participants were selected purposively, it facilitates

transferability of the inquiry. In addition, Shenton (2004) refers to Bassey (1981) who

maintains that if readers believe their situations to be similar to that described in the

study; they may relate the findings to their own contexts. Moreover, it is the

responsibility of the researcher to ensure that the sufficient contextual information about

the fieldwork sites is provided to enable the reader to make such a transfer (Shenton,

2004).

To address this, the researcher will provide a detailed and thick description of the

methodology and the phenomenon being studied and assured that the data are on file

to make it more credible and transferrable.

Dependability is an assessment of the quality of the integral processes of data

collection, data analysis, and phenomenal explanation and thorough approaches are

stated to facilitate future researcher to replicate the work but not necessarily gain similar
results, and so the research design may be viewed as sample model (Shenton, 2017).

Working to achieve credible results is guaranteeing dependability (Lincoln and Guba,

2013).

According to Trochim (2006) as cited by Zohrabi (2013), the participants are the

only one who can justifiably examine the credibility of the results. Thus, consistency in

the study will be observed on its dependability. This will entail launching a believable

result from the viewpoint of the participants in the study, since it is the perspective of the

participants where we can describe or understand the phenomena of interest.

Dependability is important to trustworthiness because it establishes the research

study’s findings as consistent and repeatable (Patton, 2015).

Appropriate research principles are manifested between the researcher and the

participants throughout the study. The researcher will negotiate with the participants

early in the study. Agreement between them and the researcher are made clear before

conducting IDI and FGD to make sure of their willingness to be part of the study. This

Step is formalized through informed consent. This process means that the

human subjects have a full and clear understanding of the possible risk involved and

that their participation is voluntary (Babbie, 2015).

Confidentiality is guaranteed to the participants. All their responses are kept in

privacy, and nobody except the researcher knew about the disclosure of their
responses. The researcher will also give assurance to the participants that even if the

researcher can identify their responses, the researcher will not do it publicly. Such is

kept to avoid psychological harm against human subjects like dangers of exposure,

humiliation, embarrassment, loss of respect, and the like (Stake, 2010). Moreover, the

participants are also asked to review the report before their final release to gauge the

extent or privacy.

It Is also guaranteed that neither the researcher nor the readers of the findings

can identify a given response with a given informant and the terms used are solely their

responses. They are assured that their names will not be used in any written material or

discussion concerning research. Such is done to preserve anonymity through hiding

their identities (Hesse-Biber& Leavy, 2011).In addition, the process in this study will be

reported in details enabling a future researcher to repeat the work. The researcher will

discuss the details of what will be done in the field in data gathering, and evaluating the

effectiveness of the process of inquiry undertaken as in the reporting of assessment and

evaluation.

Ethical Considerations

It is intended that the finding of this research will be limited to the experiences of

the student-athletes. There will be a focus on the rights of the participants, as well as

other main contributors. As cited by Belmont’s Report (1979), three guiding principles

were outlined: respect for person, beneficence, and justice, which we will use to define

ethical consideration. Data privacy Act will also be used as reference to improve the

ethical considerations of the study.

 Respect for person’s. claims that everyone has the right to security and self

determination. He also mentioned the need to give the participants enough time and

information before questioning them. Participants have the option to remain in the study

at any time. There should be no language that could be taken as disrespectful or

otherwise offensive in the interview. During the scenario, participants will be made

aware that they are being recorded while the interview is ongoing (Belmont Report,

1979).

In this study, participants’ consent will be ensured, explaining to the purpose,

significance, and security measures. We will also ensure that their personal information

will be safe and secure. They will also be made aware on their rights to withdraw from

the study at any time that they wish. This is to avoid any forms of deception and

coercion to all participants. During the interviews, they will be informed that the

interviews are recorded to recall what was stated and discussed.

In relation, concerns on confidentiality will be also be taken care of to adhere to

respect of Persons. Participants will be given pseudonyms to protect their anonymity.

Data will be kept in a password-protected apps in my cellphone which that our group

have only access and the researcher will take all other necessary precautions to ensure

that the data are safe.

Beneficence. The term “beneficence” connotes actions of kindness or charity

that go beyond the call of duty. Maximizing potential advantages while avoiding
potential dangers are two general principles that researchers must keep in mind to

make the study beneficial and not risky to the participants (Belmont Report, 1979).

On one hand, the study is considered beneficial to the participants, since this is

anticipated to open opportunities to create new programs and project to enrich the

research. The study can also benefit other agencies and persons such as the DepEd

officials, students, and future researchers, as cited in Chapter 1 under the section of

importance of the study. On the other hand, the study posses no risk to the research

campus journalists, since confidentiality of their responses as well as their anonymity

will be prioritized at all times to protect them.

Justice. Establishes that fair allocation and equal participation are two of the

goals in qualitative researches. Fairness can be defined as the treatment of all parties in

an equal manner. The equitable distribution of what is due is what we mean by justice,

Selecting subjects for study based on moral standards is essential if accurate results

are to be obtained (Belmont Report,1979).

Throughout our research, We intend to treat all participants with the same level

of respect and to ensure that each person is given the utmost attention and

consideration throughout the process. All interested participants will be welcomed to

partake in this study, provided that they quality with the criteria that we set as part of my

purposive sampling. Thus, participants will only be denied based on the criteria and not

on their culture and individual differences (e.g.. gender, cultural upbringing, etc.). It is
also important to know the cost that were spent by the participant in taking part in this

study.

This study will also refer to the Data Privacy Act which provided that citizens’

data may be utilized by others, given with the two following conditions: (a) the data will

only be utilized for research purposes, and (b) the researcher had the heavy

responsibility to protect the confidentiality of the participants’ data to protect their

welfare. With this in mind, it is part of my duty as well to ensure the protection of the

privacy and confidentiality of my participants as part of the ethical considerations in this

study. As such, concerns on confidentiality will also taken care of the adhere to respect

for persons. Participants will be given pseudonyms to protect their anonymity. Data will

kept in a password protected apps which is we as researchers only have access, and

the researchers will take all other necessary precautions to ensure that research’s data

is safe.

Chapter 3

RESULTS

The chapter retells the narratives that were openly shared to us by three of our

participants. The identities of our participants were cloaked in pseudonyms to promote

the confidentiality of their responses. Solely for this study, these student athletes are

known in this study in the personifications of the following: Hardworking, Passionate,

and Dedicated. These narratives are categorized based on the two research questions
in the study: the journey of student athletes in joining different sports meets, as well as

the insights and lessons that they can share to others.

Hardworking

Has background and very persistent in the specific sport

Hardworking stated that, she did not had any second thoughts in joining the

interview. When asked about her experiences in sport before, she said that she is

already playing sport since elementary, and very persistent in sport.

“… sa ano lang te ay dati paman jud elementary pako naga-dula

Kanang kuan, tapos ano mankanang pursigidu man jud ko

Na kanang moapil jud ana nga sport, tapos mao to nga diri

Sa school naningkamot jud ko nga kanang makuha ko sa diri

Sa school, para makaabot ko ug district meet…”

(“… I am already playing badminton since elementary then,

 I am really persistent to join in that sport that’s why I strive to

bae selected here in our school in order for me to be qualified

In the district meet.)

She was one of the student athlete who won in the district meet and who also

compete in the division meet. She faced the difficulties of being a student athlete. She

did not know how to cope up the two responsibilities. Eventually, she managed to hold

a grasp on how to balance her time as a student and as an athlete at the same time.

“… Kay basin diay in ano kanang sa akoang near future,

Basin diay sa kini nga sport nga akong giapilan mao diay

Ni ang makapalambo sa akoa, in sport maabot nako akong

Mga pangandoy sa kinabuhi.”

(. Maybe this sport will lead to my development in my near

future through sport, I can reach my dreams in life.)

Lack of time for training and lack of financial support

Becoming a student athlete was never been easy to Hardworking. She was

continuing her passion in sport. Despite those difficulties in managing her time in

academic and sports.

“… First jud is ang training walay enough time nga gihatag

Nga magtraining, tapos second is umh allowance.

(First there’ no enough time for training and there is no

allowance for athletes.”)

Dedicated to achieve triumph in the field of sport.

The positive thing about Hardworking, is that she was persistent and making an

effort and valuing herself to strive more as a way in achieving victory in a specific sport.

“…number one jud is kanang ano lang jud pagpursige ug

pagpaningkamot lang jud kay ug naay kay pagpaningkamot,

 tapos e value nimo imoohang sarili madali jud nimog kuha ang

imohang kuan gusto ug kanang madaug jud sa unsay imohang

gidulaan nimo nga sport.

(Pursership, hard work and valuing yourself is a must, because

if you will strive more you can easily achieve the victory in the

specific sport.”)

Confident in oneself to have more strength

In playing she encountered different experiences, she admitted that confidence is

needed to have enough energy and to make herself stronger while playing.

“… Sa badminton nga akong ginadulaan is sa pagdula man

jud need jud ka ug enough energy para mas makusgan imong

self, so it makes me challenge kay need pa nimo e emproved

 imong sarili para makusgan kay kuan kintahay sa shuttle kuan

sa pagdula naa kay confidence sa pagdula.”

(…In playing having enough energy is the most essential to

make yourself stronger. So, it makes me challenged that I need

to improve myself to become strong and to be confident while

playing.)

In addition, you can only achieved improvement for yourself if you have

pursership, work harder, and put so much effort.

“… mag ano lang jud paras atong giingun naku gaina

kanang paningkamotan nimo imong kaugalingon nga

kanang mas mo improve paka pag-ayo kaysa sauna,

tas kanang e maintain nimo imohang self nga mas mo

 improve pa ka…”

(“… again, as what I have said earlier to that if you want

an improvement in your self, make an effort to improved

yourself more than before…”)

Has positive outlook in times of failure in achieving success in sports

With regards to the challenges that Hardworking has experienced, what made a

mark on her are those difficulties that she experienced in terms of alloted time for

trainings and shortages of time for preparation. But, despite those challenges she had

experienced she did not became hopeless instead strive more in times of failure to win.

On top of this she have faith in God’s perfect time for everything she wanted to

achieved.

“… ano maningkamot lang jud permi, tapos dili mawad-an

ug pag-asa everytime nga mapildi kay moabot raman jud

 ang time ug e hatag ni God sa atoa ang kana nga giapilan

tapos ug mapildi man dili lang jud mawad-an ug pag-asa,

maningkamot lang jud para mas mo improved pa imohang

sarili…”

(“…always strive and don’t be hopeless in times of lose,

because when the right time come God will give the victory

and always work hard to have more improvement…”)

Passionate

Enhancing one’s ability through sports

Passionate loves sport. He joined in this activity to show his skills, improved his

talent, and to encourage other students to engage in sport.

“… ipakita nako akong mga skills para maproved nako nga

 hawod ko ana nga dula…”

(“… I will show my skills to proved that I am good in that sport…”)

He was also one of the selected student-athletes out of many students in our

school that compete in the recently concluded sport competitions (District Meet, Division

Meet, and DAVRAA Meet).

“… para mo improved pa akong talent, then madani and

uban na mag apil-apil sa sports…”

(“… I joined sports to improved my talent and to encourage

other student to engage in sport…”)

He also, stated that he experienced hard training during the preparation/process.

“…lisod ang training ug sigeg pamaulan ug practice, makadrain

kaayo…”
 (“… experienced a very hard training that cause in muscle pain…”)

Lack of facilities that is advantageous for student athletes

No facilities, that can be used by student-athletes to have a comfortable and safe

training environment.

“… walay indoor nga court ug kanang pagmag-ulan lapok jud…”

(“… there is no indoor court, and it gets muddy when raining..”)

Showing respect and promotes sportsmanship towards other players

As a former student athlete, Passionate said that it is important to be respectful

and keeping the sportsmanship to each and every athlete/s.

“… respeto sa kadula ug importante sa tanan player, dapat

naa kay sportmanship…”

(“… respect you competitors and the most important as

 a player is to have a sportmanship…”)

Giving focus and doing ones best as a bridge to surpass negative thinking

Passionate believing to himself, by focusing, doing his best and lastly listening

instructions, rules, etc from their coaches. As he believe that being obedient would

possibly give a good outcome or result in every sport competitions.

“… kanang magduha-duha ka ug kaya ba nimo or dili na

overcome nako pinaagi sa, focus tapos ihatag imong best

niya maminaw sa coach…”

(“… I think I can not do it, but I surpass those negative

thinking by focusing, doing my best and lastly listening

to my coach…”)

Pursuing dreams despite the difficulties that may come along the journey
 Passionate is very dedicated in sport. Based on his experiences as what he has

narrated in theme no. 4 that there are different ways to overcome negative outlook. And

to always find ways to surpass difficulties that an individual may encounter on their

journey in sport.

“… Keep on playing, despite how hard it is…”

Dedicated

Experienced a very exhausting training

Dedicated is a first timer student athlete, who represent our school in different

sport meets (District Meet to DAVRAA Meet). She experienced a very tiring training with

regards to the training in a specific sport.

“… Kapoy ilahang training…”

(“… Experienced a very tiring training in the specific

event in sport…”)
Obeying rules and instructions in the training

As a beginner she experienced difficulties as they undergo a very tiring training,

however she survived those hardships by following rules, instructions, and motivating

herself.

“… motuman lang sa itudlo sa training, tapos kuan practice

lang jud…”

(“… follow the instructions and rules in the training, then

more practice…”)

Striving and showing eagerness to win

Dedicated stated that she had been judged by some people on her ability. She

became motivated to strive to thrive and to bring out the best of herself.

“… botbot makadaog ana, ay murag ginakuan ko nila

ba kanang kahinay nimo modagan ana ba, bantog

na lang naningkamot ko pra makaabot ko ug DAVRAA

 ana…”

(“… the thing that makes me challenged is that other

people were not believing nor understimating my abilities,

that is why I strived to win to be qualified in DAVRAA

Meet…”)

Chapter 4

DISCUSSIONS

The chapter focuses on the discussion of the study’s results in light of various

literature coming from different journal articles, online database, and printed materials.

This study also introduces the implications for a student athletes which links the results

to one’s field of practice for competitions , and another section is intended to discuss the

recommendations for triumph which determines future athletes journey which may be
inspired from identified gaps wraps up the major points that I would like to emphasize as

a results of pursuing this research.

Journey of Student Athletes in Joining Different Sport Meets

At this point the narratives of the student-participants related to the journey as an

athlete qualified in different sport meets are discussed in light of the knowledge that is

stored in the different bodies of literature. This is to illuminate a clear picture that the

narratives of the participants are actually affirming or negating what was yet known on

the body of knowledge. The presentation of discussions follows the exact order that was

adopted in chapter 4. These pertain to the narratives to Hardworking, Passionate, and

Dedicated.

Hardworking

Winners always strive from start up to the end. An epitome of this narrative is

that of Hardworking as she embarked on a journey from elementary until now. Her

journey was never an easy one based on what she narrated. She had to deal with the

plight of training to her academic responsibility. Her experiences led her to believe that

difficulties in training is definitely a responsibility that requires time management.

 In previous studies, self-determination theory (SDT), achievement goal theory

(AGT) and theory of planned behavior (TPB) are highly appropriate conceptual

framework from which to study sport persistence. For example, Gardner et al. (2016)

explored the antecedents of enjoyment and intention to continue in youth sports based

on the theory of the AGT. Their study indicated that the social climate profiles were

linked with intention to continue through enjoyment and the positive coach relationship

quality profiles were relatively higher levels of enjoyment and intention to continue

(Gardner et al., 2016). Joesaar and Hein (2011) integrated the AGT and SDT theories

to confirm that youth athletes’ task-involving peer motivational climate and intrinsic

motivation predict sport persistence among the athletes (Joesaar et al., 2011).

Gucciardi and Jackson (2015) integrated the theories of planned behavior (TPB) and

basic psychological needs (BPN) to identify factors associated. In addition, researchers

explored other factors of persistent participation in youth sports, such as demographic,

biological, psychological, cultural, environmental (Boiche and Sarrazin, 2009; Bouffard,

2017; Wendling et al., 2018; Soares et al., 2020). Many cross-sectional and longitudinal

studies have also shown that persistent sports participation is associated with higher

perceived competence, self-esteem, and better emotional and social adaptation (Duda,

2013; Smith et al., 2016).

Besides the positive effects of sport-specific training, the lack of training effects

on cognitive and academic performances. One possible explanation of the lack of

training effects on an individual is the challenging combination of high training volume

together with academic overload (Richartz et al., 2005). In fact, sport-specific demands
(e.g., high training volumes, large number of competitions) could be responsible for

chronic stress and even burnout (Malina, 2010). Financial literacy is recognised as an

essential life-skill and has been defined as “a combination of awareness, knowledge,

skill, attitude and behavior necessary to make sound financial decisions and ultimately

to achieve individual financial well-being (OECD 2018). Farinella et al. (2017) suggest

that “financial literacy is necessary to successfully navigate life’s complicated financial

decisions”. Financial literacy cam assist individuals, including high-performance

athletes, to live quality lives and to realise personal financial sustainability (Financial

Literacy and Education Commission 2011).

Despite these difficulties of student athletes, their competencies remain in the

field of classl and sport. Even though they encountered problems related to sport, they

still continuing to strive to reach success. Individuals with positive emotion will show

more flexible and creative thinking mode. They can find solutions quickly when faced

with problems, enabling themselves to have a broad and flexible cognitive style, and the

to have the ability to integrate various elements (Aliyev and Karakus, 2015; Kim et al.,

2019). Athletes with a higher sense of hope have a stronger motivation for the goal and

continuously find ways to achieve their goal so that they will have both higher path and

higher emotive force ideas (Bernardo, 2010; Gustafsson et al., 2013).

Passionate
 The narrative of Passionate is different form other participants. They start their

training at a short period of time in preparation, but then he strive hard to be ready on

the different sport competitions. Despite those hardships he has faced, his

perseverance has paid off when he won in the specific event in sports. When asked

about the obstacle he had to face in his journey, he emphasized that there is no facility

they can use for training.

Conceptualize creativity as a crucial component of human development and

recognize its relevance for all sports participants at all levels. Creativity is not only a

point to reach; it is the process or means of reaching for human potential. It is a

development resource that inspires further learning, especially in sport (Rasmussen et

al., 2017).

Even though there are lack of facility that is advantageous for student athlete,

Passionate did not lose hope instead he became motivated to stay focus and to do his

best. The factors that debilitated sport-confidence included poor performance (like

playing badly in a competition), poor preparation/training, injury or illness, pressure and

expectations from others, and psychological factors (such as focusing on uncontrollable

things, the performance of an opponent) (Thomas, O., 2019).

Dedicated
 The narrative of Dedicated is quite similar to the narrative of other participants

that were openly shared by other participants. She embarked on unfamiliar journey. Her

experiences was never been easy as first timer student athlete likewise her experiences

led her believe in herself.

Dedicated experienced being underestimated when she enter in the world of

sports, but she stand strong and motivated herself that she can do it or achieve her

dreams in sport to pursue her goal. Self-confidence is considered one of the most

influential motivators and regulators of behavior in people’s everyday lives (Bandura,

1986).

Terms such as “self-confidence”, “self-efficacy”, perceived ability”, and “perceived

competence” have been used to describe a person’s perceived capability to accomplish

a certain level of performance. Bandura (1997) uses the term “self-efficacy” to describe

the belief one has in being able to execute a specific task successfully in order to obtain

certain outcome and thus, can be considered as sistuationally specific self-confidence.

“Self-confidence”, as the term used here is the belief that one can successfully execute

a specific activity.

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