Republic of the Philippines

Department of Education
Bantacan National Highschool
Bantacan, New Bataan, Davao de Oro

“The Journey among Student Athletes amidst

Limited Sports Equipment”

Presented to:
Mr. John Paul M. Pines

Presented by:
Lambaco, Christian James V.
Traya, Leslie Shane F.
Tayoy, Angel Chen A.
Oros, Prince Jake
Barabat, Keziah P.
 Chapter I

INTRODUCTION

The Problem and Its Background

Sports and games provide an atmosphere intended for enjoyment, leisure, good

health, and physical development, freedom of expression, career building, and

acquisition of skills that enable one to earn a living and reduce stress, especially for the

many students in schools as part of their learning opportunities and physical

development, (Rintaugu, 2005).

The lack of sports equipment has been a persistent and significant challenge in

many schools, posing a serious barrier to the growth and performance of student-

athletes. Without access to adequate and quality gear, students are unable to train

effectively, which limits their skill development and physical conditioning. Furthermore,

the absence of proper equipment can discourage participation in sports, reduce the

competitiveness of school teams, and even increase the risk of injuries due to the use of

outdated or improvised gear (Ojeme, 2013). This issue not only impacts the individual

growth of student-athletes but also hinders the overall advancement of school sports

programs.

In India, only 2% of schools that have sports facilities who met the international

standards. It highlights the lack of support coming from different sectors such as the

government, according to Confederation of Indian Industry (CII, 2019). The lack of good

sports facilities and equipment is a significant issue that negatively affect children’s

physical fitness and development. It also affects their chances of making a career out of
sports, and when it comes in school competitions seemed to be unfair (Vardhman

Podar, 2023).

In the Philippines, Bautista (2019) explored how the scarcity of sports facilities

and equipment affected athletes' performance in public schools. Findings showed that

athletes often resorted to improvisation, using substandard or makeshift equipment

during training. Such limitations placed Filipino athletes at a disadvantage, especially in

regional and international competitions.

Moreover, a study by Torres (2021) on the sports programs in Philippine high

schools found that only 40% of schools surveyed had access to a complete set of

equipment for at least one sport. This disparity highlights the systemic neglect of sports

development in the country, affecting the morale and performance of aspiring athletes.

In local setting, specifically in Bantacan National High School whom experiencing

lack of materials and supplies. Student Athletes experiences hard time in doing some

training as they personally provide for their sports equipment. Hence, athletes are

observably frustrated with the current situation as they were hesitating to continue.

However, despite with these obstacles they are up to other athletes chose to thrive

more with the sense of love and passion with their chosen sport.

Purpose of the Study

In this study, the researcher focuses to dig deeper with the experiences among

student athletes. It aims to thoroughly explore the circumstances surrounding the lack of

sports equipment and its impact on student-athletes. This exploration seeks to uncover
the various issues they face, such as challenges in skill development, motivation, and

performance due to inadequate resources. By addressing these issues, researchers

can identify how the problem affects not only their athletic achievements but also their

mental and emotional well-being, academic success, and future career opportunities.

Review of Related Literature

Ademola (2015) defined sports as a game or contest involving individuals and

group of individual skills or physical powers on which money or reward is at stake and is

also done for personal and natural love. He also opined that sport is important to the

societies as well as students and to physical educators. It is a medium that permeates

every aspect of life. Sports if well-structured provide a social environment whereby

societal attitudes are shaped into a positive manner through social stimulus situation

(Ademola, 2015). It was observed that sports are a veritable tool for enhancing social

interaction and integration particular among the youths competing for laurels in various

events.

Facilities are very essential in enhancing sporting activities among secondary

school students. Owoeye & Yara (2011) asserted that facilities constitute a strategic

factor in organizational functioning. This is so because they determine to a very large

extent the smooth functioning of any social organization or system including health

programme. Its availability, adequacy and relevance influence efficiency and high

productivity. The sports facilities are designed to promote physical well-being, foster the

spirit of sportsmanship and provide the students with facilities for recreations and

sports. A court or playing field is designed for a specific sport such as volleyball,
basketball, cricket, football, tennis, badminton and the like. Sports facilities and

equipment are laboratories for Physical Education (P.E) where games are performed or

played and consequently facilities and equipment are important for achievement of

goals of Physical Education and sports (Rintaugu & Nteere, 2011).

Equipment is an imperative importance in the prediction of students’ participation

in sports. The relevance of adequate supply and maintenance of equipment to the

smooth operations of sports is very crucial to the success of school sports (Ojeme,

2013). Having the right quality and quantity sports facilities and equipment is an integral

part of sports development. To a large extent, this is partly what makes the difference

between the sports culture of developed and developing nations. In the developed

world, sports facilities and equipment of the appropriate standard are available of

promote the athletes’ performance (Ojeme, 2013). Awoma, Okakah & Arainwu (2015)

opined that most developing countries wish to arrive at the level of developed countries

over night. While developed countries are putting so much into providing excellent

facilities, equipment and conducive environment for athletes, developing countries

seems to lag behind in the provision of these amenities and expect their players or

athletes to excel in the international arena.

Ekpe (2011) opined that, it is difficult to separate the standard of sports in a

particular country from the standard of facilities available for the training of athletes. In

Nigeria, it is easy to see that the level of facilities available in the state and in the

country cannot cope with the number of athletes in the state and the country in general.
Its therefore not surprising that immediately a Nigerian goes abroad their performance

improve tremendously.

Adamu (2002) also stated that facilities and adequate provision of equipment

have been identified as the major problems facing the Nigeria athletes because they

performed better with facilities abroad with those at home. Awoma (2005) opined that,

provision of adequate facilities and equipment is as important as providing adequate

incentive for the athletes. Good sports programme can only functions at full

effectiveness when they are supported with sufficient equipment in good conditions. The

scarcity sporting facilities and equipment and supplies constitute a big cog in the wheel

of successful administration of sports in Edo State and Nigeria at large. It is noted that

most our athletes lack exposure to modern sophisticated infrastructures and facilities for

training. Adisa (2004) opined that, sports for men and women generally exhibit high

sports achievement and encouragement due to the presence of adequate facilities and

equipment. Dankadai (2011) stated that many of our play grounds have disappeared

and most schools have no sporting facilities and equipment as was the case before.

Over the years, sports grounds were converted into residential purposes and the few

ones that still exists especially in educational institutions are not properly maintained.

Access to appropriate sports equipment is a cornerstone for athletes aiming to

hone their skills and perform at their best. According to McCarthy (2020) that, high-

quality equipment enables athletes to practice under conditions that closely mimic real

game scenarios. This replication of competitive environments is not just beneficial but

crucial, as it allows players to develop muscle memory, refine techniques, and adapt to
the dynamics of their sport. For instance, a basketball player using a regulation-size

hoop and official ball can better understand the nuances of shooting, dribbling, and ball

control, translating these skills seamlessly to actual games. According to Logan et al.

(2012), consistent exposure to sport-specific equipment significantly enhances motor

skill acquisition in youth. Without proper equipment, children often lack the opportunity

to develop foundational skills like coordination and accuracy.

Early childhood and adolescence are critical for developing foundational motor

skills like coordination, balance, accuracy, and agility. However, children without access

to appropriate equipment often miss out on meaningful opportunities to practice these

skills, leading to delays in motor skill development and reduced confidence in basic

movements (Logan et al., 2019). For instance, a child without a soccer ball may struggle

to learn dribbling or passing, creating a disadvantage compared to peers who regularly

practice with proper tools. This disparity can widen over time, reducing interest and

participation in sports while limiting physical competence and athletic potential.

Providing consistent access to age-appropriate, sport-specific equipment can

significantly enhance motor skill acquisition, boost confidence, and foster a positive

relationship with physical activity (Logan et al., 2012). Schools, community centers, and

sports organizations can address this need through initiatives like equipment-sharing

programs, partnerships with sporting goods companies, and funding for underprivileged

communities. By ensuring equitable access to quality equipment, communities can

promote physical fitness, social connection, and lifelong engagement in sports,

empowering youth to build the skills and confidence needed for both athletic and

personal success.

Lack of access to high-quality training facilities, gear, and practice areas can

impede the growth and development of athletic abilities (MacDonald et al. 2011).

Student-athletes may feel less capable and, as a result, less motivated when they are

unable to train effectively because of inadequate facilities or antiquated equipment.

Lack of access to high-quality practice areas, equipment, and training facilities might

impede the growth and development of athletic abilities. MacDonald et al., (2011)

asserted that, financial constraints can also have an impact on a number of facets of

student-athlete life, such as competition travel, access to wholesome food, and

involvement in extra training or camps. According to MacDonald et al. (2011), this

financial hardship might lead to stress and a decrease in the overall experience, which

will lessen their motivation to fully participate.

For players to practice efficiently in realistic and consistent environments and to

develop technical accuracy and tactical awareness, high-quality equipment is essential

(International Journal of Sports Science and Coaching, 2011). For example, soccer

players benefit from appropriately sized balls and goalposts to enhance passing,

shooting, and spatial positioning, while tennis players depend on well-kept courts and

regulation rackets to learn spin control, stroke technique, and shot placement.

According to International Journal of Sports Science and coaching (2011), athletes

could find it difficult to hone important abilities without these tools, which could lead to

observable performance differences during contests. Training tools that facilitate

strategic comprehension and decision-making, such as agility ladders, video analysis

systems, or well-marked fields, are equally crucial for tactical progress. Basketball

teams, for instance, lose out on opportunities to evaluate opponents' plays when they

don't have access to film study tools.

Due to financial and logistical limitations, sporting equipment is extremely difficult

to obtain in remote locations. Geographic isolation is made worse by inadequate

infrastructure, such as bad roads and a shortage of local suppliers, which raises

transportation costs and restricts supply. Because of these problems, providers raise

prices to compensate for the risks and difficulties of shipping, further taxing already tight

budgets (National Physical Education Association, 2022). The quality of physical

education programs is impacted by the frequent inability of schools and organizations in

these areas to keep sufficient inventories. Communities usually depend on outside

funding or donations, which can cause delays and irregularities. The promotion of

healthy lifestyles, physical development, and sports engagement are all hampered by

this lack of access. These difficulties are further exacerbated by a lack of understanding

regarding the significance of purchasing sporting goods.

According to Johnson et al. (2019), limited sports equipment availability is a

significant issue in lower-income communities, where economic hardship creates

barriers to accessing essential gear. Schools, community centers, and local sports

organizations often operate on tight budgets, making it difficult to provide high-quality,

appropriate equipment. This shortage affects participation, performance, and the overall

experience in various sports, from team-based games like basketball and soccer to

individual sports such as track and field or swimming. Without adequate resources,
students struggle to compete at higher levels, reducing their enthusiasm for sports and

limiting opportunities for skill development.

Furthermore, the lack of equipment impacts safety and inclusivity. Economically

disadvantaged areas often rely on outdated or makeshift gear, compromising both the

safety and learning experience of young athletes (Johnson et al., 2019). This resource

gap can create a cycle of decreased participation and fewer opportunities for athletes to

realize their potential, further perpetuating disparities in sports access and development.

Rising costs of quality sports equipment are a significant concern for schools and

organizations, particularly for smaller schools and underprivileged communities.

Technological advancements often lead to more expensive gear as manufacturers

incorporate new features and materials. According to Martinez (2021), smaller schools

and underprivileged communities face financial challenges when trying to purchase

modern equipment. It found that these groups struggle not only due to limited budgets

but also because of the pressure to keep up with rapid advancements in sports

technology, which continuously raises prices.

Moreover, a broader analysis by Smith and Thompson (2019) supports these

findings, pointing out that the costs of equipment, including specialized sports gear such

as high-performance shoes, training devices, and protective gear, were increasing over

the past five years. This trend creates a gap between schools that can afford to update

their equipment regularly and those that cannot.

 Additionally, research conducted by the National Council of Youth Sports (2020)

highlights the disparity caused by equipment costs. Their findings show that

communities with lower socioeconomic status are disproportionately affected, as they

lack the resources to provide students with the latest sports technologies that are often

essential for performance and safety.

The rising popularity of sports has driven a surge in demand for equipment,

creating significant supply challenges. Taylor and Lee (2020) highlight how this

imbalance has led to shortages, particularly affecting schools and clubs that struggle to

provide essential gear for the increasing number of participants. As community

engagement and youth involvement in sports grow, manufacturers and distributors face

difficulties keeping up, causing delays in equipment delivery. This lack of proper

resources negatively impacts athletes' training, as using substandard or makeshift

equipment can hinder skill development and confidence (McCarthy, 2020). For instance,

training with an improperly weighted soccer ball may affect a player’s accuracy during

competitions.

According to McCarthy (2020) inadequate equipment can also impact motivation

and morale. Athletes may feel undervalued or discouraged if they perceive their training

environment as subpar compared to others. This psychological effect can further hinder

progress, as enthusiasm and commitment play significant roles in skill acquisition and

performance improvement. Thus, ensuring equitable access to high-quality sports

equipment is not merely about leveling the playing field but fostering an environment

where all athletes can thrive and reach their full potential.
 International Journal of Sports Science and Coaching (2011) stated that, athletes

who train with limited or substandard resources consistently underperform compared to

their peers with access to superior equipment, particularly in standardized tests that

measure technical and tactical skill. It highlights the essential role of proper resources in

developing the foundational and advanced abilities required for success in sports.

Consistent exposure to sport-specific equipment significantly enhances motor skill

acquisition in youth. Without proper equipment, children often lack the opportunity to

develop foundational skills like coordination and accuracy (Logan et al., 2012).

Competing against peers with superior equipment can lead to feelings of

inadequacy, hurting confidence and self-esteem. Student-athletes with low finances

may feel that competition is unfair when their peers have access to better equipment,

such as cutting-edge facilities, better training aids, or sophisticated sports clothing

(Coakley, 2013). They may believe they are not competing on an even playing field,

which can cause them to feel frustrated and inadequate. Sophisticated equipment

generally permits more precise skill development and greater performance. For student-

athletes with obsolete or inadequate equipment, the inability to practice efficiently can

lead to delayed improvement, exacerbating feelings of inadequacy when compared to

their better-equipped classmates. In sports, preparation and performance are frequently

linked to confidence. If a sportsperson feels that their equipment restricts their potential,

creating a self-fulfilling cycle of poor results and decreased self-esteem.

According to Lynch and Soukup (2016), inadequate or outdated training

equipment prevents athletes from simulating the challenges they will face in competitive
settings, hindering their physical and mental development. Inferior gear limits training

intensity by failing to provide realistic or high-quality conditions, which are essential for

fostering agility, adaptability, and precision under pressure. For example, using a lower-

quality football may impair ball control and passing accuracy, reducing the effectiveness

of practice. Without modern, reliable equipment, athletes struggle to build the necessary

skills and resilience for high-level performance, resulting in a gap between training and

competition.

Protective gear plays a vital role in preventing injuries and fostering confidence

among athletes, as highlighted by Smith and Brown (2018). Essential equipment like

helmets, pads, and gloves act as barriers against concussions, fractures, and

abrasions. Helmets significantly reduce head injuries in sports like football and cycling,

while pads shield joints during high-impact activities, and gloves protect hands in sports

such as baseball and hockey. Beyond physical safety, protective gear contributes to

athletes' psychological well-being by instilling confidence and enabling them to take

calculated risks essential for growth and peak performance. In contrast, inadequate or

absent equipment fosters fear of injury, hesitation, and diminished performance,

ultimately hindering both personal development and career longevity. Moreover,

disparities in access to protective equipment in under-resourced schools highlight

broader issues of inequality, underscoring the importance of ensuring safety and equity

for all athletes.

The quality of protective gear is equally critical, as substandard equipment

significantly increases the risk of injuries, according to Emery et al. (2005). Protective
gear designed to meet safety standards is engineered to absorb and distribute impact

forces effectively, minimizing the risk of trauma during accidents. However, when

equipment fails to meet these standards, it often lacks proper fit, adequate padding, or

durable materials, rendering it ineffective. For instance, poorly fitted helmets may shift

during impact, and pads with inadequate shock-absorbing materials offer little protection

against high-impact forces. The consequences of using low-quality equipment extend

beyond immediate physical harm to include long-term psychological impacts, as

athletes may lose confidence in their gear's ability to safeguard them.

Furthermore, Williams et al. (2016, 2019) emphasizes the challenges athletes

face when transitioning from substandard training equipment to professional-grade

gear. Inferior equipment often lacks the precision and responsiveness of high-quality

tools, leading athletes to develop habits and techniques unsuited to the demands of

professional competition. This mismatch disrupts performance and confidence as

athletes struggle to adapt to the superior gear. Additionally, substandard training

equipment hinders skill development, particularly in sports requiring fine motor skills or

precise control, leaving athletes unprepared for the nuances of competitive

environments. Addressing these issues requires prioritizing access to high-quality,

properly fitted protective gear to ensure the safety, development, and success of

athletes at all levels.

According to Eime et al. (2013), access to quality equipment is crucial for

athletes to effectively develop and refine their skills. Quality equipment ensures that

athletes can practice proper techniques, which are foundational to improving

performance. When athletes train with substandard equipment, such as worn-out balls,

broken gear, or inappropriate footwear, they face numerous challenges. These issues

can hinder their ability to execute movements accurately, leading to reduced

performance outcomes.

For example, using worn-out balls may affect the precision of passing, shooting,

or dribbling in sports like soccer or basketball. Similarly, athletes who train with improper

footwear may experience discomfort, injury, or difficulty in maintaining proper form,

which can disrupt their movement and agility. Research supports this perspective,

showing that inadequate equipment can negatively impact athletic performance, Eime et

al. (2013).

According to Coakley (2015), talented students may go unnoticed if they lack

access to essential resources like equipment, facilities, or training programs.

Inadequate tools, such as outdated sports gear or insufficient academic materials, can

hinder their ability to develop their skills. Furthermore, limited opportunities to participate

in competitions or showcase events can prevent talented individuals from gaining

recognition. Without access to high-quality training or exposure to mentors and

recruiters, their potential may remain untapped. This lack of support can also impact

their confidence, leading to self-doubt, reduced motivation, and disengagement from

activities where they might otherwise excel.

According to Fraser-Thomas et al. (2008), participation in sports plays a vital role

in fostering essential life skills such as teamwork, discipline, and perseverance, which

extend beyond the playing field to benefit academic, personal, and professional
pursuits. Teamwork teaches athletes to communicate, cooperate, and coordinate with

others, fostering collective responsibility and demonstrating the importance of individual

contributions to shared success. Discipline is cultivated through consistent practice,

adherence to rules, and effective time management, as athletes balance training,

games, and other responsibilities. Perseverance emerges as athletes face setbacks and

challenges, learning to push through difficulties and recognize the value of long-term

effort in achieving success. However, resource limitations significantly hinder

meaningful engagement in sports, reducing access to quality coaching, facilities, and

competition, which are critical for skill development. Without these resources, young

athletes may miss structured opportunities that nurture growth and resilience, ultimately

affecting their preparation for life beyond sports.

Moronkola, Azubuike, Odior, Jimmy, Ajala, & Airebamen (2021) stated sport is

any physical activities which normally involves exertion and demonstration of acquired

skills in a competitive manner directed by rules and regulations. United Nations

Educational, Scientific and Cultural Organization (U.N.E.S.C.O., (2005) identified sports

as any physical activity which has the features of play and involves a strife with oneself

or others, or an opposition with natural elements.

Sports is now a big industry and it is considered as work than play because it

provides numerous jobs opportunities and many youths participate in sports today with

the dream of becoming professional athletes to achieve success and riches (Joel &

Dominic, 2021; Moronkola, et al. 2021).

 Ademola (2015) asserted that facilities and equipment are crucial in improving

sporting activities among students’ athletes. In developed countries, the provision and

management of excellent facilities and equipment are not treated with levity on like in

the developing countries and they demand exceptional performance from their athletes

in global championship.

Ademola (2015) reported that facilities are crucial in improving sporting

programmes among secondary school students. Ngwoke, Ogbona and Joel (2021)

further reported that access to facilities and equipment plays a crucial function in the

success of any physical education (PE) programmes in secondary schools. And it

should be observed that PE programmes in secondary school is important in grooming

sports talent who may become national athlete in the future.

The availability of SFE is imperative in organizing of PE, intramural sports and

other sports programmes and it determine the type of sports programme that can be

carried out. When SFE are in good condition as a result of maintenance, sports

administrators and coaches would achieve their goals, including success in sports

competitions through effective training. Sports administrators and SFE managers should

imbibe good maintenance practice of SFE and not wait until facilities and equipment

becomes deplorable before repairs and maintenance services would be done. As sports

facilities and equipment are being utilized, necessary repairs and maintenance should

be done to improve the work rate of the facilities and equipment (Nwadiani and Oriakhi,

2018).
 Hanak, Hrstka, Tuscher, and Biolek (2020) opined that every utilized piece of

equipment has to be inspected, and any necessary repairs, replacements, or services

should be performed. The used equipment needs to be stored carefully. Appropriate

colour and pattern should be used to make facilities and equipment visually appealing

and pleasing. Buildings and equipment should be long-lasting and inexpensive to

maintain (Hanak, Hrstka, Tuscher, & Biolek, 2020).

Building cutting-edge sporting facilities that can capitalize on the changing

interests and preferences of potential customers, partners, and lessees in existing or

new markets is a crucial part of using sport as an entertainment product (Shubert, 2016;

Tutka & Seifried, 2015). Sport facilities and equipment management can benefit greatly

from modernization because the idea clarifies how societal and cultural shifts are

influenced by economic factors (Seifried & Novicevic, 2017).

Without these essentials, the enthusiasm, dedication and the will to win

characteristic of the seasoned athletes will not be there. Adequate provision of facilities

will not only ensure happy environment but also minimize hazards to health and safety

(Ojeme, 1999). Chukwu (2001) opined that, adequate physical infrastructures are

necessary for effective sports performance and encouragement. Physical stimuli such

as the sports arena or the facilities themselves can influence the sport performance

(Chukwu, 2001).

Alagbu (2010) emphasized that when one observes very closely the type of

training given to our children at secondary school level, one would discover that they

pass through school without availing themselves of the most important aspect of the
educational process, which is offered through sports. Hence majority of them lack the

social, emotional, physical and sports skills, to enable them manage their leisure times.

Ominu (2011) stressed the point that there is no gain saying the fact that sports

equipment can enhance the socialization of the Nigerian youths through comradeship

and group interaction, cooperation, healthy competitions and rivalry, service to others

etc. Mgbor & Ogbonna (2010) they said that sporting activities and equipment provide

individuals or persons regardless of age, gender, race, cultural background or ability,

avenue to acquire sports skills, mental development and social attitudes and

orientations needed to attain optimal potentials in life. They went further to say that

through adequate sports equipment, students’ sports skills increase by building

harmonious relationships among themselves which translates to permanent friendships.

Adequately administered sports activities and equipment in schools will help

schools tackle factors like poor skills acquisition and in the end make the school impact

the desired change expected in the learners, including the set goals of such institutions

(Aluede, Adeleke, Omoike & Afen-Akpaida, 2008). Each stage of sports equipment

embodies unique characteristics relative to an athlete’s level of performance of a skill or

activity. All of which, are affected by a range of environmental constraints that can

include factors such as: level of instruction, quality and frequency of feedback,

opportunity to make decisions, type and frequency of practice, exposure to other sports,

organismic factors and socioeconomic/cultural limitations (Fairbrother, 2010). Sports

skills are acquired in a very progressive sequence. Not every child will acquire every

skill equally or at the same rate, but most secondary school students acquire them in

the same order (American Academy of Pediatrics, 2017). Once children are a few years
old, however, hints of sports skill development start to take shape, and the preparation

process for sports readiness begins. To be acquired successfully, sports skills involve a

complex interaction between movement, sight, and thought. None of these by

themselves are completely helpful without the others (Stricker, 2015).

Theoretical Lens

This study is anchored on the Dynamical Systems Theory of Frans Bosch. This

theory highlights how the design, availability, and technological advancement of sports

equipment can significantly impact participation and skill development across different

levels of athletes.

Dynamical Systems Theory. In simple terms, it means that kids perform best

when their equipment is made to match what their bodies can handle. For example, in

tennis, using a smaller racket and softer balls helps kids hit the ball more accurately and

swing more smoothly than if they used the same gear as adults. It makes learning and

playing easier and more fun, Scientific Reports (2020).

Athletes' feelings about their equipment can have a big impact on how well they

perform. If a player feels comfortable and confident using certain gear, they're more

likely to perform better during games or competitions. This is because confidence helps

them focus on their skills instead of worrying about their equipment. For this reason, it's

important for companies that make sports gear to understand the mental and emotional

bond players have with their equipment. By designing products that athletes trust and
felt good using, manufacturers can help improve their performance, Journal of Sports

Sciences (2001).

According to Holland and Andre (1987), athletics are viewed as experiences that

enhance the total development of students. From the developmental perspective,

athletics may facilitate not only nonacademic goals but also academic goals.

“Participation…may, for example, enhance perceived social status 17 which in turn

influences educational aspirations and behaviors” (Marsh, 1988, p. 4). Participation

enhances self-concept and self-efficacy, which in turn has positive effects on other

outcomes, like academic performance (Snyder & Spreitzer, 1990).

The study will be conducted based on the lens of the dynamical systems theory.

This theory will be connected with the effects of limited resources within student

athletes, specifically with their performance.

The challenges faced by student-athletes due to limited sports equipment can

have profound impacts on their performance. The factors affected by the limited sports

equipment within the student athletes are as follows; improper gear, low quality of

practice, discouraging some athletes, reduce competitiveness of school teams, increase

risk of injuries, and individual growth.

Student-athletes often face challenges when forced to use substandard or poorly

maintained sports equipment, such as worn-out shoes, outdated protective gear, or

poorly kept balls. Without proper tools, they may struggle to master techniques and

skills, leading to discomfort and a lack of confidence during practices and competitions.
This not only affects their performance but also raises concerns about their safety,

diminishing their overall focus and motivation.

Limited and inadequate equipment also hampers the quality of training sessions.

Athletes may have to share gear, reducing individual practice time and limiting the

variety of drills coaches can implement. This lack of resources prevents athletes from

developing essential skills through repeated practice and exposure to modern training

techniques. Additionally, students may feel demotivated when comparing themselves to

peers with better facilities, possibly losing interest in sports altogether due to ongoing

frustrations.
 Individual Growth

Low Quality of Student Increase Risk of

Training Athletes Injuries
Research Questions

This research aims to examine the journey of student athletes in the midst of

limited sport resources. Specific participants are bound to answer the following
Improper Gear
questions:

1. What challenges arise when pursuing physical training or athletic goals with limited

resources or equipment?

1.1. How do financial constraints impact an individual's ability to achieve their fitness

or athletic goals?

2. Why are access to proper sports facilities and equipment essential for athletic

development and performance?

2.1. How does the quality of training environments affect skill progression and injury

prevention?

3. What strategies can individuals or organizations employ to adapt to limited access to

sports facilities or equipment?

3.1. How can creative or alternative training methods compensate for the lack of
Reduced
Discouraging Competitiveness
proper equipment or facilities?
some Athletes of School Teams
4. How does restricted access to equipment or facilities influence motivation,

engagement, and overall participation in sports?

4.1. How can creative or alternative training methods compensate for the lack of

proper equipment or facilities?

Figure 1. Conceptual Framework
5. In what ways does limited access to sports equipment or facilities influence one’s

passion and love for sports?

5.1. How can creative or alternative training methods compensate for the lack of

proper equipment or facilities?

Limitation and Delimitation of the Study

This study focuses on the students of Bantacan National High School,

specifically the student-athletes amidst the challenges within limited sports equipment. It

aims to examine how these limitations affect their athletic performance, training

routines, and overall development as student-athletes. Additionally, the study will

explore how they adapt to these constraints, the strategies they employ to maximize

available resources, and the potential impact on their motivation and achievements in

sports. By highlighting these factors, the research seeks to provide insights into the

needs of student-athletes and propose actionable recommendations to address the

inadequacies in sports equipment within the school.

Significance of the Study

This study contributes to the following subjects:

Student Athletes. This study allows student-athletes to be heard with their

grievances for the long time. Thus, it provides an opportunity for student-athletes to

voice their grievances, concerns, and experiences that may have been overlooked or

unaddressed for an extended period. By creating a platform for their voices to be heard,

the study aims to shed light on the challenges they face, promote understanding, and

potentially lead to meaningful changes or improvements in policies, practices, and

support systems within athletic and academic environments.

 Sport Coaches. The results of this study would feed coaches with valuable

knowledge and insights, empowering them to better understand the needs, challenges,

and perspectives of student-athletes. This understanding can help coaches make more

informed decisions, enhance their communication and leadership strategies, and foster

a more supportive and effective environment for their athletes. Ultimately, this

knowledge can strengthen the relationship between coaches and athletes, leading to

improved performance, well-being, and overall team dynamics.

School. By identifying and addressing the concerns and challenges faced by

student-athletes, the study can contribute to creating a more supportive environment.

The findings may guide administrators in developing programs that promote student-

athletes’ well-being, have goods or equipment, and their performance excellence.

Department of Education. The study aspires to provide valuable insights to the

Department of Education regarding the experiences and challenges faced by student-

athletes with limited access to sport resources. By documenting their journeys, the

study seeks to highlight the disparities and difficulties encountered in pursuing athletic

excellence with constrained equipment, facilities, and support systems. These findings

can guide the Department in developing strategies to improve access to essential sports

resources, ensuring that student-athletes have the necessary tools to thrive

academically and athletically. Ultimately, the study contributes to creating a more

equitable and supportive environment for student-athletes across various educational

institutions.

Other Researchers. The result of the study would serve as reference for other

researchers who would like to conduct study related to the topic.

Definition of Terms

The following terms are defined conceptually and operationally in this study:

Journey. It refers to an occasion of travelling from one place to another; process

of changing and developing over time. The experiences encountered by the student-

athletes in the middle of the limited sports equipment crisis.

Feed. To give food or providing meals or ingredients for eating, such as offering

bread, fruits, or cooked dishes to someone. Offering knowledge, inspiration, or

emotional support that "feeds" the mind or soul.

Sports Equipment. It refers to the tools, gear, apparel, or accessories used to

participate in or enhance the performance, safety, and enjoyment of sports, recreational

activities, or physical exercise. This term encompasses a wide range of items, including

objects necessary for playing sports (e.g., balls, racquets), protective gear (e.g.,

helmets, pads), and performance-enhancing tools (e.g., specialized shoes, fitness

machines). The necessities of every student-athlete.

Dig Deeper. It refers to the physical act of breaking or moving the ground or

another material, often using tools like a shovel, hands, or machinery. it deals to an

intentional process of exploring layers of complexity, understanding, or significance that

lie beneath the surface of an idea, problem, or phenomenon.

 Chapter II

Methodology

This section provides an overview of the research approach, including the

design, research variables, subjects, sampling methods, and the tools and instruments

used for data analysis and interpretation.

Research Design

This study utilized the qualitative phenomenological design to know the

experiences experienced by the Student Athletes amidst limited and inadequate

sports equipment and also to know how they cope up and still continued to train

despite of the absence of adequate sports equipment. Phenomenology, in the wider

sense, aims to create a bigger picture of what was really happening and what was

experienced by a person. Phenomenological design contributes to deeper

understanding of live experiences of an individual. Essentially, phenomenological

research is looking for the universal nature of experience.

Phenomenology is an approach to qualitative research that focuses on the

commonality of a lived experience within a particular group. The fundamental goal of the

approach is to arrive at a description of the nature of the particular phenomenon

(Creswell, 2013). Typically, interviews are conducted with a group of individuals who

have first-hand knowledge of an event, situation or experience. The interview(s)

attempts to answer two broad questions (Moustakas, 1994): What have you
experienced in terms of the phenomenon? What contexts or situation have typically

influenced your experiences of the phenomenon (Creswell, 2013)? Through this

process the researcher may construct the universal meaning of the event, situation or

experience and arrive at a more profound understanding of the phenomenon.

In order to gather deep information and responses, a qualitative method like

in-depth interview was utilized. Qualitative research enables us to make sense of

reality, to describe and explain the social world and to develop explanatory models

and theories. Denzin and Lincoln (2000) claimed that qualitative research involves

an interpretive and naturalistic approach: “This means that qualitative researchers

study things in their natural settings, attempting to make sense of, or to interpret,

phenomena in terms of the meanings people bring to them”.

The advantage of using the in-depth interview in this study gave the

researcher the opportunity to learn and probe the responses of the research

participants. In addition, an in-depth interview was conducted for deep inquiry of

information about the actual experiences of the research participants.

Research Locale

For the purpose of the study, Bantacan National High School was chosen as the

site of interest. The school is located in the province of Davao de Oro in Brgy. Bantacan

New Bataan. The province of Davao de Oro is divided into two legislative districts and is

composed of 11 municipalities, namely: in the first district, Compostela, Maragusan,

Monkayo, Montevista, and New Bataan, and in the second district, Laak, Mabini, Maco,

Mawab, Nabuturan and Pantukan.

 New Bataan is a first-class municipality that comprised the cast plain of the

district. It is surrounded with mountain ranges that keep the place cool and appropriate

for agricultural industry. It is divided into 16 Brgys. namely: Andap, Manurigao,

Cabinuangan, San Roque, Kahayag, Bantacan, Pagsabangan, Cogonon, Magsaysay,

Katipunan, Panag, Batinao, Magangit, Fatima, Camanlangan and Tandawan. The New

Bataan District is composed of 25 Elementary Schools and 6 National High Schools and

3 Integrated Schools. The schools under the New Bataan District are producing

graduates who are capable in competing with other individuals. New Bataan became

known to people because of the cold springs located in the Barangay Andap and also

the Tower of Hope which was built after the super typhoon Pablo. Numerous resorts

were built: Bamboo Inland Resort, Febrish Cold sprin resort, Yes Go, Hydro, Tinay

Inland Resort, and Myk Angelo. New Bataan also are rich in agricultural crops like

coconuts, corn fields, and banana plantations.

Brgy. Bantacan, considered as a first-class barangay in New Bataan. Its

population as determined by the 2020 Census was 3,199. This represented 6.22% of

the total population of New Bataan. It is surrounded with trees and specially coconut

trees where some proletariats consider as their side-hustle when it’s time to harvest.

The study will be conducted to Bantacan National High School, New Bataan,

Davao de Oro.

Bantacan National High School was chosen since it was filled with aspiring

athletes. Having numerous types of sports to play by the students. As it was also one of

the competent in advancing good athletes. Furthermore, it was also observed to have

some minor deficiency in providing equipment in sports.

Role of the Researcher

As an aspiring sport supporter, the researcher wanted to study the experiences

encountered by the student athletes amidst inadequate sports supplies.

The researcher in this study performed the following roles which are thematizing,

designing, interviewing, transcribing, analyzing, verifying, and reporting (Fink, 2000).

The data will be gathered through an in-depth interview of the 8 participants. The

researcher went to Bantacan National High School to personally interview the

participants using the guide questionnaires ensuring no disruptions of classes happen

during the oral interview. The researcher shall use the cellphone as a voice recording

device.

An in-depth interview will be employed by the researcher to gather the necessary

data. In supplementing the audio recording of the interviews, the researcher will take

down notes. As soon as the interview will be finished, the responses of the participants

would be transcribed word for word and be verified the validity and reliability of the

responses. The researcher will assure the confidentiality of participant’s by using code

name.

Research Participants

Purposeful sampling was used to take sample in qualitative research. According

to Creswell (2012), purposeful sampling means that to learn or understand the essential

phenomenon, a researcher selects individual and sites intentionally. In addition, this

study used homogeneous sampling. Homogeneous sampling means researcher

chooses participants depend on affiliation in a subgroup that has describing

characteristics (Creswell, 2012, p.208).

I found it suitable and desirable to use purposive sampling method in selecting

participants who could contribute informative and concrete experiences and directly

involved in having deficiency in sports equipment. As one criterion of this study, the

participants must be a bonafide student and a student athlete in Bantacan National High

School, who could provide necessary information about the questions under study. The

study would have one (1) person each sport that were implemented in Bantacan; 1 in

volleyball, 1 in badminton, 1 in table tennis, 1 in takraw, 1 in softball, 1 in basketball, 1 in

athletics, and 1 in chess.

Data Collection Procedure

The conduct of the study will follow thoroughly the following procedures in the

gathering of data using and In-Depth Interview. The researcher would seek an approval

from the school’s administrator prior to the conduct of the study. The researcher would

request a permission through a letter of endorsement from the researcher’s adviser in

Bantacan National High School; Senior High Department.

The researcher submitted a letter of permission to the Principal of Bantacan

National High School asking permission to conduct an in-depth interview with the

students – specifically with student athletes. The researcher will assure the

confidentiality of any documents that could provide necessary information for this study.
 Using the guide questionnaire which was the main instrument to be used in

collecting the data, the researcher will visit the training center in the certain sport to

conduct a face-to-face interview.

This study employed a qualitative method approach. The researcher used an in-

depth interview to reduce the assumptions and limitations brought by the research

process by allowing the researcher to see the phenomenon in more dimensions than if

they employed a single-method approach. (Nollaig Frost, 2011).

Data Analysis

The data that would be collected from the in-depth interview will be thoroughly

recorded, reviewed, and synthesized to keep detailed records. After gathering sufficient

data from the research participants, discourse analysis would be performed to further

analyze the results and to check the likeliness and differences of the responses

gathered. The use of those processes would be very useful in forming and extracting

themes together to come up with a more appealing and credible result.

The analysis would be done through a review of the content of the responses

from the participants. It will be transcribed, reviewed, and verified based on the

identified themes from the responses – if necessary. Coding will be applied for easy

reference in the analysis and the confidentiality of the identity of the participants.

Trustworthiness and Credibility

The challenge in the conduct of qualitative research is how to establish credibility

(trustworthiness), transferability (applicability), dependability (constancy), and

conformability (verifiable). In order to establish trustworthiness and credibility in this

study, the researcher would like to discuss the following:

Credibility. To stablishing credibility, the in-depth interview is the technique that

will be employed by the researcher in gathering the necessary information or data for

this study. On the in-depth interview technique, the researcher would use an interview-

guide-questionnaires containing grand tours and specific questions to elicit information

from research participants in different situations from different points of view.

Transferability. To establish transferability, the researcher will carefully examine

the data and information that were given by the research participants. The researcher

will verify if it is applicable to the general academics traversing every culture across the

world.

Dependability. To establish dependability, the researcher will conduct an in-

depth interview to show the replication of data or information given by the research

participants in a different context or situation.

Conformability. To establish conformability, the researcher will make criteria to

identify the research participants who could provide enough information or data in this

study. The criteria must be a student athlete.

Ethical Considerations

It is always emphasized that in order to achieve factual and desirable results in

every study, ethical consideration is greatly considered. According to Gilbert (2008),

whatever research undertaking that will employ, our studies must always have to be

guided with the following ethical principles: informed consent, respect for privacy and

confidentiality, no harm and deception to research participants.

 In order to avoid ethical complications in the research process, the researcher

will make use of the consent form. A consent that would be coming from the principal’s

office to administer the research to the student athletes.

The purpose, procedures, and benefits of the research and the voluntary nature

of their participation will be explained to them. The procedure used in ascertaining the

protection of confidentiality is likewise would be explained.

It is the researcher’s responsibility to give feedback to the research informants,

believing that this is a form of recognition and gratitude for their participation and

cooperation.
 Bantacan National High School
The Home of Aspirant

March 20, 2025

Mrs. Ligaya A. Ang

Principal, Bantacan National High School
New Bataan, Davao de Oro

Dear Mrs. Ang,

We are the students of Bantacan National High School – under senior high
department, HUMSS-11, who are currently working in our research entitled, “THE
JOURNEY AMONG STUDENT ATHLETES AMIDST LIMITED SPORTS
EQUIPMENT”.

In this regard, may we ask permission and your cooperation to allow us

administer questionnaire and to gather other pertinent data relative to our research.

Thank you so much. We hope this letter of request merits favorable response
from you.

Very truly yours,

Christian James V. Lambaco _______________________

_________________ Angel Chen A. Tayoy
Researcher
Prince Jake Oros
Researcher
_______________
Leslie Shane F. Traya
__________________ Keziah P. Barabat
_______________
Researcher
Researcher Researcher
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 Bantacan National High School
The Home of Aspirant

March 20, 2025

Mr. Sery Limikid

Class Adviser, Bantacan National High School
New Bataan, Davao de Oro

Dear Mr. Limikid,

We are the students of Bantacan National High School – under senior high
department, HUMSS-11, who are currently working in our research entitled, “THE
JOURNEY AMONG STUDENT ATHLETES AMIDST LIMITED SPORTS
EQUIPMENT”.

In this regard, may we ask permission and your cooperation to allow us

administer questionnaire and to gather other pertinent data relative to our research.

Thank you so much. We hope this letter of request merits favorable response
from you.

Very truly yours,

Christian James V. Lambaco _______________________

_________________ Angel Chen A. Tayoy
Researcher
Prince Jake Oros
Researcher
_______________
Leslie Shane F. Traya
__________________ Keziah P. Barabat
_______________
Researcher