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The Student Athletes‘ Academic Performance
Of Philippine Christian University: Basis
For a Proposed Study Plan
A Research Paper
Presented to the
Faculty of High School
Philippine Christian University
Union High School of Manila
771 Malvar St., Malate, Manila
In Partial Fulfillment
Of The Requirements For
The Research II Subject
LEADER:
Fede V. Lecitona
MEMBERS:
Janin Athlea J. Apolinario
Dianna G. Bermudez
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Elijah Paul R. Dela Cruz
Gorel Kaiser G. Marbella
Jean Mikael V. Mariano
Hwang Ye Jin (Ruth)
Kwon Ye Jun (Daniel)
April 2019
ACKNOWLEDGEMENT
The researchers would like to express their thanks to their Research II
adviser Mrs. Rodina B. Autencio who was patient enough to lead us as we
conducted this study. We would also like to thank our principal Mrs. Hannah O.
Lopez as well as our adviser Mrs. Jill C Domingo who guided the researchers in
any possible way they can.
The researchers would like to thank the student athletes who participated in this
study. Without them, this study would have been possible.
The researchers extend sincere thanks go to their parents who were very
understanding and supportive of us. They allowed the researchers to stay up all
night just so they could accomplish this research study. They were there to
attend to our needs. Nothing could ever compare to the love they have given us
and continually give us.
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The researchers will never forget their classmates who helped them willingly
without second thought. Even if there were different groups, they never showed
competition. Instead, there was cooperation. Thank you for the stories, inside
jokes, and memories.
Last but not the least, the researchers would like to thank the Lord for giving their
strength and wisdom throughout this journey. God is good!
DEDICATION
This study is wholeheartedly dedicated to the student athletes despite all
the heavy responsibility, they continued to work hard to accomplish their dreams.
They have been the researchers source of inspiration and source of strength
when they thought of giving up.
To the researchers beloved parents, brothers, sisters, relatives, mentor,
friends, and classmates who shared their words of advice and encouragement
to finish this study and continually provide moral, spiritual, emotional, and
financial support.
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And lastly, the researchers dedicate this study to the almighty God who
had guided them single day. He gave the researchers guidance, strength, power
of mind, protection, and skills. All of these, the researchers offer to Him.
To God be all the Glory and Praise!
Table of Contents
Chapter I .................................................................................................................... 5
Introduction ................................................................................................................ 6
Background Of The Study ...................................................................................... 6
Statement Of The Problem ..................................................................................... 7
Significance Of The Study ...................................................................................... 8
Scope And Limitations ............................................................................................ 9
Chapter 2 ................................................................................................................. 10
Theoretical Framework ............................................................................................ 10
Review Of Related Literature & Studies ................................................................ 10
Conceptual Framework......................................................................................... 44
Hypothesis............................................................................................................ 46
Definition Of Variables .......................................................................................... 46
Chapter 3 ................................................................................................................. 48
Research Methodology ............................................................................................ 48
Research Design .................................................................................................. 48
Research Locale................................................................................................... 48
Sample Of The Population .................................................................................... 49
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Sampling Technique ............................................................................................. 49
Instrumentation ..................................................................................................... 49
Procedure ............................................................................................................. 49
Statistical Analysis Of Data ................................................................................... 50
Chapter 4 ................................................................................................................. 52
Results And Discussions .......................................................................................... 52
Chapter 5 ................................................................................................................. 61
Summary, Conclusions And Recommendations ....................................................... 61
Summary .............................................................................................................. 61
Conclusions: ......................................................................................................... 61
Recommendations ................................................................................................ 63
Proposed
Bibliography
Plan
......................................................................................................
.............................................................................................................
Appendices .............................................................................................................. 67
Questionnaire ....................................................................................................... 67
Participant‘s Information Sheet ............................................................................. 70
Appendix C ........................................................................................................... 71
Appendix D ........................................................................................................... 72
Appendix E ........................................................................................................... 73
Appendix F ........................................................................................................... 74
Appendix G ........................................................................................................... 75
Appendix H ........................................................................................................... 76
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Chapter I
Introduction
BACKGROUND OF THE STUDY
Sports relation to academic requirement of student athletes is a topic of
discussion up until this day. Every student athlete has a heavy task of studying
and competing. To balance is a challenge for both athletics and academics.
Involvement in sports may create a conflict against his academic performance
or may increase his motivation in raising their scholastic ambition.
Being a student athlete is both an opportunity and a challenge. The success
of a student athlete is determined by how he balances his time and schedules.
Sports enthusiasts believe that participation in sports can motivate a student
towards academic exellence. According to Khelil, 2015, besides just being fun,
sports can help you perform better in school, relax more and worry less, deal with
setbacks, work better with others and increase your energy — all of which helps
you balance school and everything else going on in your life. However, some
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critics claim that sports may stand against their academics. In accordance,
student athletes may find it difficult to manage their time because of
overwhelming schedules and responsibilities. Because of the time needed to
focus on a sport some students start to fall behind in their academics
(Bishop, 2018)
The purpose of this research is to serve as an eye opener that balancing
sports and academics is a heavy responsibility that student athletes are
experiencing. This research also enhances people‘s understanding about the
life of a student athlete. Results of this study may help student athletes to get
the support they need from their professors, coaches, parents, friends, and
relatives.
STATEMENT OF THE PROBLEM
This study aims to develop a proposal study plan for high school and college
student athletes in Philippine Christian University. This study answered the
following questions:
1.) What is the profile of the respondents in terms of:
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1.1. Age
1.2 .Gender
1.3.Grade Level/College Level
1.4. Academic Performances
1.5. .Sports
1.6. Schedule of Trainings
1.5.1 High School
1.5.1.1. 6:00 am – 8:00 am
1.5.2.2. Others
1.5.2. College
1.5.2.1. 8:00 am – 10:00 am
1.5.2.2. Others
2.) What are the factors that affect the academic performance of a student athlete?
3.) What is the significance of the training schedule to the academic performance of an
athlete?
4.) What is the proposed study plan for student athletes of Philippine Christian
University?
SIGNIFICANCE OF THE STUDY
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The
researchers‘
chose
this
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particular
topic
to
understand
how
studentathletes balance their academics and athletics. The study will benefit the
following:
1. Student Athletes: As respondents, they will have time to think about how
they can balance their academics and athletics so they will know how to
manage their time. The result of this study will help student athletes get
the support they need.
2. Teachers: With result of the study, the teachers will be in a better position
to help the student athletes in their academic performances.
3. Parents: The results can serve as a guide in understanding the
situations of the student-athlete children.
4. School Administration: The school administration can provide a better
system for the student athletes.
5. Researchers: With the study, the researcher will know how student
athletes manage their time. This will benefit the researchers because
student athletes can set as an example on how to balance time wisely.
The researchers can also notify the importance of time management and
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know the advantages and disadvantages of sports participation to
students.
6. Other Researchers: The study will benefit other researchers by helping
them have another indicator in the other point of view. They will truly know
the importance of time management to the student athletes.
They will also know the different kinds of styles on how to balance time.
SCOPE AND LIMITATIONS
The study is limited to student athletes from Philippine Christian
University who are in senior high school and college.
Chapter 2 Theoretical
Framework
REVIEW OF RELATED LITERATURE & STUDIES
Foreign Literature Growth
of Sponsorship
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Author/s:
Matthew D. Shank
The opening scenario is just one example of a company using
sponsorship to help achieve its marketing objectives. A wide variety of
organization are realizing that sports sponsorships are a valuable way to reach
new markets with retain an existing consumer base. Sponsorships can increase
sales, change attitudes, heighten awareness, and build maintain relationships
with consumers. It is no wonder that sponsorships became the promotional tool
of choice for markets in the 1990s and continue to grow in importance. Before
we turn to the growth of sponsorship as a promotional tool, let us define
sponsorship.
In Chapter 10, sponsorships were described as one of the elements in the
promotional mix. More specifically, sponsorship was defined as investing in a
sports entity (athlete, league, team, or event) to support overall organizational
objectives, marketing goals, and promotional strategies.
The sponsorship investment may come in the form of monetary support and
trade. For example, Kellogg‘s has agreed to a three-year deal to sponsor the
British Olympic Teams. Kellogg‘s will supply the team with breakfast cereals, in
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addition to providing money support. In this case, Kellogg‘s is sponsoring the
entire British Olympic team rather than individual athletes or individual sports.
They do this to support their marketing objective of increasing sales of Kellogg‘s
brand cereals in Great Britain. Understanding how sponsorship can help achieve
marketing goals and organizational objectives is discussed when we look at the
construction of a sponsorship plan or program. For now, let us turn our attention
to the dramatic growth of sponsorship as a promotional tool.
In our brief discussion of sponsorship, we have alluded to the ―dramatic
growth‖ of sponsorship, but just how quickly is sponsorship growing? Review
the following facts and figures regarding sponsorship activities:

IEG (International Events Group) estimates that $8.7 billion have been
spent by companies sponsoring special events in 2000. Of this $8.7
billion, $5.9 billion (or roughly 67 percent) have been spent to sponsor
sporting events?

Motor sports sponsorships totaled $1.350 billion in 2000, making this
sport first in sponsorship dollars spent. Golf, with $788 million in
sponsorship, is the second highest sport for sponsorship spending
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Sponsorship growth has exceeded traditional forms of promotion. For
example, in 1997, advertising expenditures grew six percent while
sponsorship sales steadily grew nine percent

In 2002, companies will spend $751 million sponsoring the Winter
Olympic games in Salt Lake City.

In one of the largest single sponsorship programs, Coke spent $55 million
to become the official sponsor for the 2000 Olympic Games. It is also
believed Coke spent another $500 million to carry out the activities
related being an official sponsor (e.g., advertisements and sales
promotions) in an integrated marketing communication effort.

Estimates suggest that the sponsorship industry has been seriously
undervalued in the past and may be worth up to 22 billion in 2000. This
number will reach 50 billion by 2010 according to Sponsorship Research
International.

Sponsorship marketing has grown 613 percent over the past 16 years
versus 103 percent for ad spending and 127 percent for sales promotion.
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Not unlike other forms of promotion, sponsorship marketing is also reaching
its saturation point in the marketplace. Consumers are paying less attention to
sports sponsorships as the become more the rule than the exception.
Sponsorship clutter is causing business, such as Visa, to design more
systematic sponsorship programs that stand out in the sea of sponsorships. In
addition, businesses are fighting the clutter of sponsoring mainstream sports by
exploring new sponsorship opportunities (e.g., XGames, women‘s sports, and Paralympics) and by becoming more creative with
existing sponsorship opportunities.
One example of a creative sponsorship approach in a traditional sports medium
comes from the world of professional soccer. The pre-game event at a New
York-new Jersey Metrostars MLS game was called ―Rhett Harty Haircut Day‖
and player for the team who is famous for sporting a cleanshaven head. Conair
offered a free ―zip‖ haircut to the first 200 fans, a T-shirt featuring Harty‘s
picture on the front and a Conair logo on the back, a $2 rebate coupon for a
Conair haircut kit, and a free ticket to the game. Harty also appeared at the event
to sign autographs and demonstrate the product.
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Although the event focused on Conair‘s HotHead Clippers. The larger goal was
to get Conair‘s name out to soccer fans. In addition to generating tremendous
exposure for Conair, the Metrostars win by increasing attendance and fan
support.
The Conair-Metrostars example illustrates the nature of sponsorship. In
essence, a sports sponsorship program is just another promotion mix element
to be considered along with advertising, personal selling, sales promotions, and
public relations. One difference, however, between sponsorship and the other
promotion mix elements is that sports marketing relies heavily on developing
successful sponsorship programs. In fact, sponsorship programs are so
prevalent in sports marketing that the field is sometimes defined in these terms.
The rest of this chapter is devoted to understanding how to develop the most
effective sponsorship program.
The Sport of Basketball
Author/s:
Hal Wissel
Today, basketball is the fastest-growing sport in the world for many
reasons. First, basketball is a tremendously popular spectator sport, particularly
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on television. The televising of NBA games worldwide and of men‘s and
women‘s college games nationally has influenced many young
athletes to participate in the sport. The international growth of basketball has
created even more excitement and participation. Currently, over 200 countries
have basketball federations.
The nature of the sport keeps people involved. Although basketball was
invented to be an indoor sport, it is now played indoors and outdoors in all
seasons. Almost 40 percent of play is outside in an unorganized environment.
Basketball is for everyone. Although it is an extremely youthful sport, with
teenage males participating the most, it is played by both sexes of all ages and
sizes and also by the physically challenged, including people in wheelchairs.
Although there are advantages to being tall, there are also many opportunities
for the smaller, skilled player. Participation among older players and female
players is growing. More girls play interscholastic high school basketball than
any other sport, and women‘s support groups are building networks that will
continue the expansion of female participation.
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Basketball competition is unique because, unlike other sports, it can be easily
modified to accommodate smaller groups, different skill levels, and different
kinds of players, unorganized basketball competition can be played from fullcourt five-on-five to smaller groups of half-court three-on-three, twoon-two, or
one-on-one. Growth in organized three-on-three basketball tournaments has
been particularly rapid. The NBA is leading the way by sponsoring NBA Hoop It
Up tournaments in more than 60 countries. Individual competition in the form of
free-throw and other shooting contests sponsored by schools, clubs, and other
organizations has also increased.
Finally, basketball can be played alone. All you need is a ball, a basket, a
confined space (such as a driveway or playground), and your imagination to
provide a competitive game like experience that other sports simply cannot
match. Team Defense
Author/s:
Hal Wissel
You win the defense. Even more than skill, defense requires desire and
intelligence. The best defensive players play with heart, giving maximum effort
for every limited by physical conditioning. As fatigue sets in, you lose your ability
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to execute skills, which leads to a more harmful loss in the desire to compete.
You also have to stay in position, avoid fouling, help teammates, and wisely
choose their opportunities for charges, steals, and shot blocks.
Good defense inhibits an opponent by limiting uncontested open shots.
Good team defense not only reduces scoring opportunities for an opponent,
but also creates them for your team. An aggressive pressure defense leads to
steals, interceptions, and missed shots that enable your team to create scoring
opportunities. More often than not, steals and interceptions lead to high[ercentage shots at the end of fast breaks.
Playing tough defense seldom brings the public acclaim afforded to
successful offense, but most coaches recognize the value of defensive stoppers
and tough team deffense. You can make your team better by being a great
defender, even if your offensive skills haven‘t developed. Defensive skill take
less time to develop, but they require hard work.
Teams with less than average offensive talent can be successful by
playing hard, intelligent team defense. Defense is more consistent than offense
because it is based mostly on desire and effort, whereas offense is based on a
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high degree of skill. The ball might not be dropping for you in a given game,
but with sufficient effort, you‘ll never have an off game defensively.
Striving on defense not only helps you become a better player, but also helpas
you contribute to your team‘s success. Enthusiasm, intelligence, and maximum
effort on defense can be contagious. These characteristics can foster a greater
team defensive effort and team spirit. The old saying is true:
Defensive wins championships. Benefits
of Sports to Students Author/s:
Amir Ianis Khelil
For a long time, sports have been viewed as a way to stay healthy and in
shape, but their importance goes much further. As a matter of fact, playing
sports teaches life lessons like discipline, responsibility, self-confidence,
accountability, and teamwork.
Studies have shown that exercise increases blood flow to the brain and
helps the body build more connections between nerves, leading to increased
concentration, enhanced memory, stimulated creativity, and better-developed
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problem solving skills. In short, playing sports helps your brain grow and makes
it work better.
From a social standpoint, sports are a powerful tool that brings people
together and creates a sense of community. They develop connections that
bond together people from all walks of life. As an international student at the
University of Rochester, playing pick-up basketball at the gym was the fastest
and easiest way to make friends. As a matter of fact, during my second day on
campus I had the chance to make two friends who showed me around and
gave me tips about life in Rochester.
As an undergraduate student who majored in electrical engineering and
electronics, I had very challenging classes and occasionally had to deal with
bad homework or midterm grades; my ego took a bad hit whenever that
happened. I believe that playing sports taught me how to deal with failure and
disappointment in life. I learned that I am not always going to get the results that
I want, but no matter what, I have to persevere and not give up. Sports gave me
a positive attitude where I see falling as a way to learn how to pick myself up.
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In addition to that, exercising is a great way to get out of the stressful
college life that is all about homework, presentations, and group projects. In
fact, playing sports helps students relax and reduce their anxiety. I personally
think that I would go crazy without going to the gym at least three times a week.
Health care professionals recommend physical activity as a key ingredient to
any stress-management activity.
The reason most students do not play sports is because they feel lazy
about it and don‘t have the energy for it. However, the belief that the intense
exercise of playing sports will leave you exhausted has been proven wrong by
research. Because exercise pumps more oxygen through your blood and makes
your entire system more active, the benefits of playing sports actually include
giving you more energy to accomplish everything else you need to do to
manage your busy college schedule.
To sum up, playing college sports has some serious benefits. Besides
just being fun, sports can help you perform better in school, relax more and
worry less, deal with setbacks, work better with others and increase your energy
— all of which helps you balance school and everything else going on
in your life.
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Sponsorship Objectives
Author/s:
Matthew D. Shank
The first stage in designing a sponsorship program is to carefully consider the
sponsorship objectives. Because sponsorship is just one form of promotion, the
sponsorship objectives should be linked to the broader promotional planning
process and its objectives. The promotional objectives will, in turn, help achieve
the marketing goals, which should stem for the objectives of the organization.
These important linkages were stated in our definition of sponsorship
Not unlike advertising objectives, sponsorship objectives can be categorized as
either direct or indirect. Direct sponsorship objectives have a short-term
impact on consumption behavior and focus on increasing sales. Indirect
sponsorship objectives are those that ultimately lead to the desired goal of
enhancing sales. In other words, the sponsor has to generate awareness and
create the desire image of the product before the consumers purchase the
product. The indirect sponsorship objectives include generating awareness,
meeting and beating competition, reaching new target markets, building
relationships, and improving image.
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One of the reasons that sponsoring sporting events has risen in popularity is
that sponsorship provides so many benefits to those involved in the partnership.
In other words, both the sponsor and the sports entity (event, athlete, or league)
gain from this win-win partnership. Let us look at some of the primary objectives
of sponsorship, from the sponsor‘s perspective
Awareness
One of the most basic objectives of any sponsor is to generate awareness or
raise levels of awareness of its products and services, product lines, or
corporate name. Sponsors must understand which level to target (i.e., individual
product versus company name) based on the broader promotional or marketing
strategy. For a new company or product, sponsorship is an important way to
generate widespread awareness in a short period of time.
From the event or sports entity‘s perspective, having a large corporate sponsor
will certainly heighten the awareness of the event. The corporate sponsor will
design a promotional program around the event to make consumers aware of
the sponsor‘s relationship with the event. The corporate sponsor will also want
to ensure their promotional mix elements are integrated. In other words,
advertising, sponsorship of the event, and sales promotion will all work in
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concert to achieve the desired promotional objectives. However, a study
conducted by Hock, Gendall, Jeffcoat, and Orsman found that sponsorship
generated higher levels of awareness than advertising. In addition, sponsorship
led to the association of a wider range of attributes with the brand being
promoted than did advertising.
Competition
Another primary objective of sponsorship is to stamp out or meet any
competitive threats or competition. Many corporate sponsors claim that they
are not interested in sponsorship opportunities, but they can afford not to do so.
In other words, if they do not make the sponsorship investment, their competitors
will. Sponsorship is a thought of as a preemptive tactic that will reduce
competitive threat. Reebok‘s increased sponsorship of the 1996 Olympic Games
was based on its sagging performance behind its competitor Nike. Texaco
sponsors virtually every national governing body of U.S. Olympic sports. They
promote only a handful of these sports, but their sponsorship of the others
effectively keeps other competitors out of any chance of ambushing their
Olympic efforts.
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Unfortunately, the sponsoring company can still be harmed by competitors who
use ambush marketing tactics. Ambush marketing is a planned effort
(campaign by an organization) to associate themselves indirectly with an event
to gain at least some of the recognition and benefits that are associated with
being an official sponsor. One of the earliest examples of ambush marketing at
its finest was Nike‘s 1984 ―I love LA‖ marketing campaign. Although not an
official Olympic sponsor, this campaign inextricably tied Nike to the city and the
event. Most sports marketers considers this ambush campaign the catalyst for
the steady rise in ambush marketing practices.
Today, many examples of ambush marketing exist. However, the
Olympic Games seems to be the ―sporting event of choice‖ for ambush marketers.
Consider this 2000 Olympic ambush moment:
Quantas, an Australian airline, commissioned an extensive and highpriced
advertising campaign before the start of the summer games. The ads
featured Australian Olympics Cathy Freeman and Ian Thorpe.
Because of its reputation as the Australian airline, consumers believed
Quantas was an official sponsor of the games. Ansett, the actual sponsor,
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started a legal battle with Quantas, which the two airlines eventually
settled out of court.
Do ambush marketing tactics work for an organizations that do not want to pay
the cost for official Olympic sponsorship? The answer to this question seems to
be an overwhelming yes. Studies have shown that most consumers cannot
correctly identify true Olympic sponsors. Research from the Chartered Institute
of Marketing (CIM) has revealed that brands, that adopted ambush marketing
strategies enjoyed more public recognition than the official Olympic sponsors.
On the positive side, Coca Cola, an official partner of the games, achieved the most
recognition with 22 percent of respondents associating the soft drinks brand with
Olympics. However, other sponsors fared less well, with Visa International, Samsung,
Panasonic, and IBM all scoring less than 5 percent in the terms of public recognition. In
the case of Visa, this lack of awareness was put even more into perspective by the fact
that its main rival, American express, scored higher recognition despite not being an
official sponsor.
New legislation is continuing to emerge to prevent ambush marketing. In
Australia, new anti-ambush legislation was announced by the federal minister
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for sports, territories, and local government to protect sponsors and organizers
of the 2000 summer games in Sydney. Moreover, the Sydney Olympic Games
Organizing Committee (SOGOC) launched a 2 million dollar advertising
campaign against ambushers. The ads will feature six Olympians and highlight
the contributions made to the games by the official sponsors. Things have gone
so far that visitors to Olympic park are searched upon entry, and if they carrying
Pepsi, they are denied entry unless they relinquish their cans. Hopefully, the
advertising campaign and new laws will create awareness and recognition to the
real sponsors.
Factors of Championship Defense
Author/s:
Hal Wissel
Great defense involves much more than skill. The factors that determine
defensive success may be classified as emotional, mental, and physical.
Emotional
Desire. Wanting to play great defense is most important. Offense is mostly fun.
Defense, while hard work, can also be fun as you stop what your opponents
want to do. Desire on defense is giving maximum effort and concentration on
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each play. Playing defense with intensity involves giving great effort in many
areas-running full speed in transition from offense to defense, maintaining a
defensive stance with your hands up at all times, drawing the charge, diving for
loose balls, blocking out for defensive rebounds, and communicating with your
teammates by using key words.
Discipline. Desire is a start, but you must discipline yourself to stick with your
goal of becoming a great defensive player. The hard work of developing superior
physical condition, practicing defensive skills, and playing tough defense in
games requires continuous self-discipline. Defense cannot be a part-time.
Defense must be played hard all the time. This takes discipline, and tough
defenders have learned to appreciate and gain satisfaction from
discipline.
Aggressiveness. Defense is a battle. In playing defense, you have the
advantage of knowing what your next move will be. In playing defense, the
tendency is to react to the offensive player‘s moves. This is a negative approach.
Take the positive approach of being aggressive on defense, thereby forcing the
offensive player to react to you. Being an aggressive defender means that you
have the attitude to dominate your opponent in all ways. You do not allow the
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moves of your opponent wants to make. You take the initiative. Aggressive
defense forces your opponent to react to what you want to do. Examples of
aggressive defense include pressuring the dribbler, fighting over the top of the
screens, pressuring the shooter, denying passes and going for interceptions,
taking the charge, diving for loose balls, and rebounding missed shots.
Mental toughness. The physical demands of aggressive defense can exhaust
even the most highly conditioned athlete. The progressive discomfort of
defensive movements-plus the physical pain of fighting over screens, drawing
charges, diving for loose balls, and getting rebounds-can take a toll. Being a
mentally tough defender means overcoming the physical discomfort and pain.
You bounce up from the floor each time you are knocked down. You do not need
excessive encouragement from your coach. On the contrary, your mental
toughness inspires others, including coach, teammates, and fans.
Mental
Knowledge of your opponent. Successful defense requires analyzing your
opponent‘s team offense. Prepare by studying scouting reports, watching
videos, and observing your opponents during game‘s early stages. Judge your
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opponent‘s quickness and strength. Ask yourself questions. What are your
opponent‘s offensive tendencies? Does your opponent want to shoot or drive?
What are your opponent‘s offensive moves and which direction is favored on
each? Maybe the place to be alert is in preventing your opponent from scoring
on rebounds and loose balls near the basket.
From a team standpoint, would your opposition rather beat you on fast breaks
or with a set offense? Which plays will the opposing team run against your team,
and which plays will you use against them? Study both your individual opponent
and the team. Know what your opponent does best and work to take it away.
Anticipation. Anticipation is knowing tendencies and adjusting to each situation
to gain advantage. Playing offense gives you the advantage of knowing your
next move, but in playing defense you must react to the offensive player‘s movethat is, you react unless you use anticipation. By knowing your opponent‘s
tendencies, you can adjust accordingly to anticipate the next move. You should
not guess on defense, but you should make a calculated move based on the
scouting report.
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Concentration. To concentrate is to focus completely on the assignment and
not be distracted. Potential distractors includes the opponent‘s trash talk, the
actions of fans, an official‘s call, and your own negative thought. When you
recognize that you‘re being distracted or are thinking negatively, interrupt the
distraction by saying a keyword to yourself. Concentrate on your defensive
assignment, rather than allowing yourself get distracted.
Alertness. Alertness involves being in a state of readiness at all times, able to
react instantly. On the ball, you must be ready for your opponent‘s shot, drive,
or pass. You must also remain alert to being screened. Off the ball, you should
see the ball and your opponent. Be ready to stop and cut, dive for loose ball, or
rebound a missed shot.
Physical
Physical condition. Physical condition is a prerequisite to good defense. Over
the course of a game, your desire to complete will be proportional to your level
of physical condition. The physical condition needed to play defense develops
through specific physical conditioning programs and, even, more, through
expanding great effort both in practice and in games. Dominating an opponent
requires strength, muscular endurance, and circulatory-respiratory endurance.
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Work to improve the muscular endurance of your legs. Being a good defensive
player is not just about how quickly you can move but also whether you can
move quickly throughout the game.
Quickness and balance. Quickness refers to speed of movement in
performing a skill, not simply running speed. Moving your feet quickly is the most
important physical skill for a defensive player, and you must develop this ability.
Being unable to change direction laterally is very important. Although many
people consider it difficult to make great improvement in quickness, three factors
can help. First, you can improve speed through hard work on defensive footwork
drills and by jumping rope. Second, you can be mentally quick, using intelligence
to anticipate your opponent‘s offensive moves, thus you‘ll get in place the right
time. Third, being balanced and under control is critical: Quickness without
balance is useless. Quickness under control, or quickness with balance, is
essential to good defense.
Local Literature
Welcome to the Life of a Student Athlete
Author/s:
Antonio Ferrer
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One of the most exciting things in your student life is watching your school
compete against other schools in sports. There‘s enough excitement just being
part of a crowd while watching the games, what more if you were the studentathlete competing. These sporting events can pull in an audience as big as
thousands packed inside a coliseum and if you‘re a basketball or volleyball
player, expect a TV crew, too! Behind the fame and the game, what is campus
life like for a student-athlete?
Student-athletes are naturally one of the more famous people in school.
They get cheered on and adored by their schoolmates, teachers, alumni, or
even school employees. But when it comes to academics, one of the
misconceptions is that student-athletes are less academic, they are given
easier workloads by their teachers, or that they only care about being an athlete
than being a student. Basically, the notion is that student-athletes pass their
classes with less work and less effort compared to other students.
These are not true at all. Truth be told, student-athletes are actually some of
the most hardworking in any student body because of the things they have to
manage and balance.
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Student-athletes can be as successful as any student with their academics.
One good example is former UP Fighting Maroon alumnus, Jett Manuel. He
took up Civil Engineering, a course many consider to be challenging, in one of
the top universities in the Philippines. He did it while being one of the top players
for the UP Fighting Maroons in UAAP (University Athletics Association of the
Philippines). He is now also licensed engineer after passing the civil engineer
licensure exam and is also playing for the Ginebra Gin Kings in the Philippine
Basketball Association (PBA). He is just one of many exemplary studentathletes who made it big beyond their school.
A famous quote from the sports film, ―Coach Carter‖ best explains what it
means to be a student-athlete. ―These boys are student-athletes. Student
comes first.‖ Coach Carter taught his team that academics should be prioritized
over being an athlete. If you don‘t succeed in your classes, you will not play.
Student-athletes are usually asked, ―How do you balance your time being
a student-athlete?‖ or―How do you find time to study?‖. The answers boil down
to two things: time management and priorities. A normal day for a studentathlete involves classes and training. Factor in sleeping and eating, that should
not take up 24 hours of your day. A student-athlete must also set his/her
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priorities straight. So after spending time in the classroom and in a gym, would
you choose to do unproductive things and suffer the consequences instead?
Balancing Studies and Sort: The Student Manager Program
Author/s:
Michelle Lojo & Jerome Alvarez
The student managership program, established in 2006, aimed to guide
athletes who were beginning to suffer in their academics. Under the program,
student managers are tasked to follow up and monitor the performance of their
assigned student athlete.
Since then, the number of student managers that started with seven
student managers has increased to as much as 23 in 2008. Currently, the Office
of Sports Development (OSD) has 15 student managers, 12 of whom are active.
Vice Chancellor for Lasallian Mission and Alumni Relations Br. Bernie
Oca FSC shares that a student managers‘ main function is to help an athlete in
academics.
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He adds, ―It‘s basically academic student managers, but we just call them
student managers.‖
From the initial duty of student managers to monitor the athletes‘
academic performance through intensive coordination with the faculty, the role
of student managers has evolved over the years.
Student managers today receive the liberty to suggest courses of action
to improve the performance of a student athlete in his or her academics. In
addition, student managers have to submit reports to the Academic Services
Coordinator and assist the OSD other non-academic matters.
Rationale behind the program
UAAP rules and regulations, effective UAAP Season 70 (A.Y 20072008)
as approved by the UAAP Board of Trustees at its Annual Board Meeting on
May 22, 2007, require a college athlete to pass the required number of subjects
in the term preceding the start of competitions for such sporting event to make
him eligible to play.
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An athelete needs to pass at least three out of either four or five subjects.
The University, through OSD, encourages its athletes to enroll in less than or
equal to 15 units per trimester to accommodate regular trainings, and to
maximize the five-year UAAP eligibility of a student athlete.
The student managership program is in-line with OSD‘s Academic
Support Program. The program aims to monitor the academic performance of athletes,
and provide services like tutorials to reduce the number of ineligible athletes competing
in the UAAP games.
Br. Oca FSC explains that the program is unique from the rest in that very
few students are willingly offer academic assistance services for student
athletes.
―They undergo interviews, and normally, they‘re very good in academics
and we [with OSD] are the ones who assign them to a particular sport; these
volunteers are usually student leaders,‖ he uttered.
Program
The program only accommodates varsity players to help them balance
training with their academics.
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The program also benefits student managers. By practice, student
managers receive lockers at the Enrique Razon Sports Complex, rights to use
weight rooms on the 9th floor of the aforementioned building and UAAP tickets
from the OSD.
A former student manager who asked not to be named shares another
benefit of the program. He says, ―That feeling of being able to contribute to
another fellow Lasallian is what makes the program a great one.‖
But despite the many benefits, student managers encountered problems
with the duties they are assigned to, especially when it comes to coordinating
with their professors.
Another manager shares, ―Aside from this, coordinating with the people
concerned can be really difficult because each requires a different approach.
You have to know how to deal with each person to be able to get what you
need.‖
Some professors on the other hand see that having student managers
makes athletes complacent. Consequently, some athletes take their studies for
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granted, choosing to depend on their managers to ask their professors for
possible additional activities to get a passing grade.
Another problem several professors see is that the managers usually attend
grade consultations instead of the athletes, even going as far as asking for a
change of grade.
―They are called student athletes,‖ a professor said. ―Students first, athletes
second.‖
Athlete‘s perspective
An athlete who asked not to be named says, ―Athletes need to learn to
balance their academics and responsibilities as student athletes. Athletes
shouldn‘t be dependent on their student managers.‖
The athlete also mentioned that there are usually two managers assigned to each
team, and that many managers are not active.
Despite the challenge of playing for a team and studying in a
University, some have managed to balance both responsibilities.
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The aforementioned athlete adds, ―I think student managers should be
assigned to those who really have a hard time with their academics,‖ pointing to
the decreasing and insufficient number of student managers and a good number
of athletes who are performing well in their classes.
Br. Bernie explains, ―We want our athletes to succeed in their
academics, aside from their sport. There is a tendency for athletes to prioritize
their sport because that‘s their strong point. Student managers are the ones who
help them realize ‗Hey, your academics is really important. You‘re here in
DLSU because of your sport and academics‘.‖
A student manager who wished to remain anonymous ends, ―Some may
argue that student-athletes receive special treatment, that they‘re just being
spoon fed. However, I think that they should also understand what these
student-athletes go through and having a fellow student assist them can be a
great help to them.‖
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Foreign Studies
Division I College Student Athlete Attitudes toward Career Counseling Author/s:
Adrian J. Ferrera
According to the study, few student-athletes advance to the professional level
following their collegiate athletic career, leaving many to pursue alternative
career paths. Although much attention has been dedicated to student-athlete
academic progress and graduation rates, little attention has been given to
student-athlete career development and their attitudes toward career
counseling. Therefore, the present study investigated Division I student-athletes‘
attitudes toward career counseling. The results of the current study indicate that
student-athletes value career counseling more than nonathlete students, and
while males have a higher degree of stigma toward career counseling than
females, females value career counseling more than males. Lastly, the current
study confirmed that career situation factors and personality variables were
greater predictors of student-athlete attitudes toward career counseling.
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Talented Athletes and Academic Achievements: A Comparison Over 14
Years
Author/s:
Laura Jonker
The purpose of this study was to gain insight into the academic achievements
of 200 talented athletes in 1992/1993 and 200 in 2006/2007, aged 14–16 years.
When compared with the national average, the athletes in
2006/2007 attended pre university classes more often (χ2 = 57.001, p<.05). Of
the 2006/2007 athletes, a higher percentage participated in pre university
programs compared with that of athletes in 1992/1993 (χ2 (1, n = 400) = 32.003,
p<.05), whereas the national averages showed stability (χ2 = .325, p>.05).
Investigating self regulation appears relevant, as talented athletes may have
developed a high sense of self regulation in sports, which may enable them to
optimally profit from their self regulatory skills in their academics.
A Study of the Relationship between Elite Athletes' Educational
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Development and Sporting Performance Author/s:
Dawn Aquilina
The study states that the requirements placed on Olympic and professional
athletes in contemporary world sport are such that they need to dedicate
themselves more and more to achieving excellence. This immediately implies
that most athletes' time is dedicated to developing their sporting career, with
very little time left to develop other aspects of their lives outside their sport. The
reality facing many elite athletes is that few are sufficiently financially rewarded
to allow them to make a living out of their sport, and even fewer can rely on
measures in place in their own country to assist with the financial and
psychological impacts of their retirement from sport [Stambulova, N., Stephan
Y., and Japhag U. ‗Athletic Retirement: A Cross-National Comparison of Elite
French and Swedish Athletes‘. Psychology of Sport and Exercise 8 (2007): 101–
18.]. This places even more importance on the need for the athlete either to have
a ‗dual career‘ or to prepare for a post-athletic career while still participating in
elite sport. The current work is an attempt to identify both the opportunities and
constraints that have been experienced by student-athletes in combining an
academic and sporting career successfully in three European contexts: Finland,
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France and the UK. It also proposes a rationale outlining eight reasons that
student-athletes identified to justify their decision to pursue a dual career path.
This is an important contribution to this field of research, as till date there has
been hardly any evidence that claims that the two careers were not simply
mutually compatible but in fact mutually complementary.
Balancing Academic and Athletic Time Management: A Qualitative
Exploration of First Year Student Athletes’ University Football
Experiences
Author/s:
Ezechiel Rothschild-Checroune ,François Gravelle, Don Dawson & George
Karlis
According to the study, participation in a varsity athletic program requires a
great amount of time and effort to meet the demands of practices, meetings,
training, film sessions and games, thus adding extra stressors to first-year
students trying to integrate into university life in general. These time
commitments may reduce a student athlete‘s academic engagement and,
therefore, negatively affect one‘s academic success. The purpose of this study
is to identify the challenges of time management identified by first-year varsity
athletes. The phenomenological qualitative approach was used to analyze the
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data collected from in-depth interviews conducted with 12 firstyear football
players at a Canadian university. The results indicated that : (1) time spent
participating in football-related activities influenced the amount of time which
could be spent engaging in academics; (2) the management of one‘s time
emerged as the most difficult aspect of being a member in the university‘s
football program; (3) football commitments occupied so much time during the
season making it difficult to find time for other activities such as studying,
working on assignments, eating properly, or getting enough sleep; and, (4). the
university‘s looser academic structure and the free time between courses
(compared secondary schools) poses a considerable time management
challenge, one that may be mitigated by the highly-structured football program.
Local Studies
Academic Achievement as Influenced by Sports Participation in
Selected Universities in the Philippines
Authors/s:
Rona C. Montecalbo-Ignacio, Rodolfo A. Ignacio III, Merites M. Buot
Issues and deliberations concerning sports participation and academic
achievement have been heard for decades. Sports enthusiasts were claiming
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that participation in any sports help the student-athletes to have ―a sound mind
and a sound body‖ individual. However, some people in the academe believed
that sports participation hindered students‘ ability to excel in their academic
courses because most of their times were allotted into sports commitments
such as training and competitions than studying alone. Some critics further
believed that there was no possibility that the student-athletes achieve
excellence in sports as well as in academics at the same time. The present
study examined the relationship between sports participation and academic
achievement of thirty-six (36) randomly selected collegiate athletes who
participated in the National State Colleges and Universities Athletic
Association Competition. They were taking up different academic courses.
While in the university academic achievement was measured based on their
general weighted average (GWA). Secondary data on 1st and 2nd semesters
of AY 2014-2016 GWA were used in the analysis. The results of the study
revealed that there was a significant relationship between sports participation
and academic success of the student-athletes. Sports participation improved
athletes‘ perceptions on academic excellence, mental processes and becoming
more logical and patient. A significant improvement regarding class attendance
of the student-athletes was also noticed.
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School Motivation and Learning Strategies of Freshmen StudentAthletes of
Philippine Normal University: Basis for Interview
Author/s:
Lordinio A Vergara, Ana Katrina J Aragones
Recruited athletes are often given an admissions advantage entering
college, but with less impressive academic records. The study aimed to
determine the school motivation and learning strategies, the admission scores
as well as the academic profile of the freshmen student-athletes. Findings reveal
that most of the student-athletes have moderately developed learning skills,
average intrinsic motivation, common performance anxiety associated with
testing, and do have reasonable listening and attention skills in the classroom
environment.
The
study
also
showed
significant
difference
in
the
Writing/Research Skills and Test-Taking Strategies between the male and
female student-athletes, which means that females have better study skills than
the male students. On the other hand, academic difficulty is noted as an increase
in their deficiency occurred during the second semester due to incomplete,
dropped, and failed ratings, while significant association is found between their
PNUAT (Philippine Normal University Admission Test) scores and GPA (Grade
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Point Average). The above mentioned findings aid the researchers in developing
an intervention program, which focuses in enhancing the student-athletes
academic motivation and learning strategies essential to academic success.
High school athletes: Their motivation, study habits, self-discipline and
academic performance
Author/s:
Mary Grace G Garcia and Gener S Subia
This study was conducted to describe the motivation, study habits, selfdiscipline and academic performance among 83 high school studentathletes of
Palayan City District, Nueva Ecija, Philippines. Results of the study show that
as to motivation, the respondents were driven to prepare, train hard and make
personal sacrifices to achieve excellence and to get in the winner's circle.
However, they need improvement in identifying life skills and determining a
career direction. In terms of the study habits, the athletes gave their best effort
on exams and quizzes, participating in class activities and discussions and in
submitting all academic requirements that they've missed right after the
competition. Nonetheless, they need to improve on completing assignments on
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time and in working independently on assignments and other school projects.
As to self-discipline, they strongly agreed that their participation in school
athletics helps them develop better time management skills and they became
prepared thoroughly, show discipline and stay focus with the plan.
Nevertheless, they need to become more responsive to their academic works.
Lastly, their academic performance was found to have a significant relationship
with participation in school athletics. This means that the higher the academic
performance, the higher was the participation of the respondent in school
athletics. Injuries and training variables in Filipino judo athletes
Author/s:
Reylin Maciejewski, Hercules Callanta
The aim of this study was twofold: first, to compare the incidence of
injuries between male and female athletes in the junior and youth divisions
during competition, as well as to identify body parts commonly injured and the
types of injury frequently incurred; second, to assess overall incidence of
injuries in relation to the frequency and duration of training as well as
supplemental training. Material and methods: Subjects were Filipino judokas (n
= 192) competing in 4 major divisions at a national competition in Manila in
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2009. Injury rates are expressed per 1,000 athlete-exposures, and the
confidence intervals around the rates were computed. Results: There was no
difference in injury rate between boys (84.03/1,000 athlete-exposures (A-E),
95% CI: 47.20–120.86) and girls (37.04/1,000 A-E, 95% CI: –14.29–88.37).
Although the boys were at a higher risk than the girls, the difference was not
significant (OR = 3.13, 95% CI: 0.62–15.76). The junior women were at a higher
risk than the girls (OR = 6.30, 95% CI: 1.26–31.66). Neither training frequencies
of ≤2, 3, and ≥4 sessions per week nor training durations of ≤2 and >2 hours
were significant predictors of injury. Supplemental training was not found to be
related to the occurrence of injuries. Conclusion: Judo is a relatively safe
physical activity for young adults and children. Training variables, such as
frequency and duration, and supplemental training do not influence the
occurence of injury.
Correlation between leadership ability and achieving styles of studentathletes of
the University of the Philippines Los Baños
Author/s:
Robles, S. C.
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Sport is a tremendous setting for leadership exploration and application.
Leadership is a valuable skill. It develops strong working relationships, earn
respect, and support peers which lead to greater opportunities and career
growth. The specific objectives of this study were:
(1) to compare the self-assessed leadership ability of student-athletes by
gender and sports events; (2) to determine the achieving styles of
studentathletes by gender and sports events and (3) to analyze the correlation
between self-assessed leadership ability and achieving styles of
studentathletes. Participants were 139 (71 males, 68 females) student-athletes
of the University of the Philippines Los Baños (UPLB) with a mean age of 18.20
years (SD=1.71). Data obtained from the questionnaire were tabulated,
analyzed and interpreted through the use of descriptive statistic. Results
revealed that both male and female student-athletes demonstrated high level
of leadership ability. Female student-athletes showed a higher rating over their
male counterpart by 0.01%. The assessment of each sports event in leadership
ability was distinct. Male student-athletes reported that collaborative achieving
style was the most preferred achieving style and the least preferred achieving
style was power achieving style, on the other hand, female student-athletes
reported that entrusting achieving style was the most preferred achieving style
while power achieving style was the least. There was a significant relationship
between leadership ability and collaborative achieving style of the studentathletes (r=1.88, p<0.05). Sharing responsibility for group tasks and
collaborating (collaborative achieving style) with teammates to achieve a
common goal contributed to their leadership abilities.
CONCEPTUAL FRAMEWORK
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The major concept of this study is focused on balancing of athletics and
academics among Student-Athletes of Philippine Christian University – Union
High school of Manila, School Year 2018-2019. The conceptual framework
serves as a guide in conducting investigation. Thus, the model that will be used
in this research is the input – process – output model where it shows the series
of boxes that are connected to each other.
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HYPOTHESIS
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There is no significant relationship between the academic performance and the
schedule of trainings of the student athletes.
DEFINITION OF VARIABLES
Academics. Academic is used to describe things that relate to the work done in
schools, colleges, and universities, especially work which involves studying and
reasoning rather than practical or technical skills.
Basketball. A game played between two teams of five players in which goals
are scored by throwing a ball through a netted hoop fixed above each end of the
court.
NAASCU. The National Athletic Association of Schools, Colleges and
Universities (NAASCU) is an athletic association of colleges and universities in
the Philippines
Student Athletes. A student athlete (sometimes written student–athlete) is a
participant in an organized competitive sport sponsored by the educational
institution in which he or she is enrolled.
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Sports. An activity involving physical exertion and skill in which an individual or
team competes against another or others for entertainment.
Table Tennis. Also called (trademark) Ping-Pong, ball game similar in principle
to lawn tennis and played on a flat table divided into two equal courts by a net
fixed across its width at the middle.
Tae Kwon Do. It is the art of self-defense that originated in Korea. It is
recognized as one of the oldest forms of martial arts in the world, reaching back
over 2,000 years. The name was selected for its appropriate description of the
art: Tae (foot), Kwon (hand), Do (art).
Time Management. ―Time management‖ is the process of organizing and
planning how to divide your time between specific activities.
Volleyball. A game for two teams, usually of six players, in which a large ball is
hit by hand over a high net, the aim being to score points by making the ball
reach the ground on the opponent's side of the court.
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Chapter 3
Research Methodology
RESEARCH DESIGN
The research design addressed how the athletic careers of student athletes
affect their academic performance. The motive was to apprehend the techniques
that they undertake to go on with their hectic schedules.
In this study, the
method that the researchers approached to collect and analyze the data was a
Descriptive Quantitative Method. The researchers conducted a survey in
Philippine Christian University Manila during in between the months of March
and April 2019 and the participants who contributed in this study were athletes
from the said university.
RESEARCH LOCALE
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This research study was conducted in Philippine Christian University. The
university is located in 1648 Taft Avenue corner Pedro Gil Street, Malate,
Manila.
The university participates in sports competitions like NAASCU and
KABAKA. Only 36 student athletes participating in NAASCU were surveyed for
this research study.
SAMPLE OF THE POPULATION
In this study, the sample of the population has 22 basketball athletes, 11
volleyball athletes, 2 taekwondo athletes and 1 table tennis athlete that gave a
total of 36 respondents.
SAMPLING TECHNIQUE
In this study, the researchers stratified sampling method used for 22
basketball athletes, 11 volleyball athletes, 2 taekwondo athletes and 1 table
tennis athlete from Philippine Christian University. The strategy was based on
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their attendance during practices and represented by basketball, volleyball,
taekwondo, table tennis.
INSTRUMENTATION
The research instrument used to obtain data for the research topic was
survey questionnaire. The survey questionnaire has a total of 23 questions. The
researchers used Mean Frequency, Percentage, Likert Scale and Yes/No
Scale as data gathering instruments.
PROCEDURE
1. The researchers will use a survey questionnaire to gather the data for the study.
2. The researchers will create a consent form for the respondents to sign before
answering the questionnaire. The consent form will serve as assurance that the
data obtained from them will not compromise their privacy.
3. The researchers photocopy the questionnaires according to the number of the
respondents.
4. The researches will conduct the survey to the student athletes.
5. After gathering enough data, the researchers will tally the results.
6. After tallying, the researchers will evaluate the results.
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STATISTICAL ANALYSIS OF DATA
The study will use the following statistical formula to support the analysis of the
gathered data: Mean Frequency and Percentage.
Mean Frequency
Mean frequency is a pitch measure that assesses the center of the
distribution of power across frequencies. To calculate the mean, add up all the
numbers, then divide by how many numbers there are. The formula to get the
mean formula is:
Where:
∑ X = is the sum of all data values
n = total number of data items
Percentage
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A percentage is a number or ratio expressed as a fraction of 100. The formula for
percentage is:
Likert Scale
A Likert scale is a psychometric scale commonly involved in research that
employs questionnaires. It is the most widely used approach to scaling
responses in survey research, such that the term is often used interchangeably
with rating scale, although there are other types of rating scales.
Chapter 4
Results and Discussions
Table 1.1
Age of the student athletes
Age
Frequency (f)
Percentage (%)
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13-15 years old
0
0%
16-18 years old
14
38%
19-20 years old
15
40%
21 years old and above
8
22%
The table shows that 15 or 40% of the respondents are 19-20 years old
while 14 or 38% are 16-18 years old. Moreover, 8 or 22% of the respondents are
21 years old and above.
It shows that the majority of the respondents are 19-20 years old as the highest
and 16-18 years old comes next. The minority of the respondents are
16-18 years old and no one is in the age range of 15 years old and below.
Table 1.2
Gender of the student athletes
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Gender
Frequency (f)
Percentage (%)
Male
32
86%
Female
5
14%
The table shows that 32 or 86% of the respondents are male and 5 or
14% are female.
It shows that majority of the respondents are male and the minority of the
respondents are female.
Table 1.3
Grade/Year Level of the student athletes
Grade/Year Level
Frequency (f)
Percentage (%)
Grade 10
1
3%
Grade 11
3
8%
Grade 12
13
35%
1st Year
10
27%
2nd Year
4
11%
3rd Year
3
8%
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3
8%
The table shows that 13 or of the respondents are from Grade 12, 10
are from 1st year college, 4 are from 2nd year college, 3 each are from Grade
11, 3rd year and 4th year college, and 1 or 3% are from Grade 10.
It
shows that majority of the respondents are from Grade 12 and 1st year
college and the minority of the respondents are from Grade 10, 11, 2nd,
3rd and 4th year college.
Table 1.4.1
Academic Performance from Last Year (High School)
Academic Performance
Frequency (f)
Percentage (%)
77 and below
0
0%
78 – 83
2
12%
84 – 89
9
53%
90 – 95
5
29%
96 – 100
1
6%
The table shows that 9 or of the High School respondents has an average
grade of 84-89; 5 has an average grade of 90-95, 2 has an average of 78-83
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and only 1 has an average grade of 96-100. No one got an average grade of 77
and below.
It shows that the majority of the respondents averaged 84-89 and 9095,
and the minority of the respondents averaged 78-83 and 96-100. None of the
high school respondents has an average of 77 and below.
Table 1.4.2
Academic Performance from Last Year (College)
Academic Performance
Frequency (f)
Percentage (%)
77 and below
0
0%
78 – 83
6
30%
84 – 89
9
45%
90 – 95
4
20%
96 – 100
1
5%
The table shows that 9 or of the College respondents has an average of
84-89; 6 of the respondents has an average grade of 78-83 has an average
grade of 90-95 and only 1 has an average grade of 96-100. None of the
college respondents got an average of 77 and below.
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It shows that the majority of the College respondents averaged 84-89 and
78-83, and the minority of the respondents averaged 90-95 and 96-100.
None of the college respondents has an average of 77 and below.
Table 1.5
Sports where the student athletes participate in
Sports
Frequency (f)
Percentage (%)
Basketball
23
62%
Volleyball
11
30%
Table Tennis
1
3%
Taekwondo
2
5%
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The table shows that 22 of the respondents are playing basketball while 11 of
the respondents are playing volleyball. Taekwondo and Table
Tennis have the least respondents, having only 2 that participates in Taekwondo, and
only 1 or Table Tennis players.
It shows that majority of the respondents are basketball and volleyball players
and the minority of the respondents are taekwondo and table tennis.
Table 1.6.1
Schedule of Training (High School)
Schedule of Trainings
Frequency (f)
Percentage (%)
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6 am – 8 am
9
53%
3 pm – 6 pm
8
47%
The table shows that 9 of the high school respondents are attending trainings
from 6 – 8 am and 8 are from 3 – 6 pm.
It shows that majority of the high school respondents are attending trainings
from 6 – 8 am and the minority are attending 3 – 6 pm.
Table 1.6.2
Schedule of Training (College)
Schedule of Trainings
Frequency (f)
Percentage (%)
6 am – 8 am
7
35%
8 am – 10 am
7
35%
4 pm – 8 pm
4
20%
Saturdays
2
10%
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The table shows that 7 of the college respondents are attending trainings
from 6 – 8 am and 8 – 10 am, 4 are attending from 4 – 8 pm, and 2 are
attending on Saturdays.
It shows that majority of the college respondents are attending trainings 6
– 8 am and 8 – 10 am and the minority of the respondents are attending from 4
– 8 pm and on Saturdays.
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Average rating per question, arranged from highest to lowest mean
Table IX.
Situation
Mean
2.1. Professors are more understanding when it comes to
grading my exams and assignments because they are
aware that I am a student athlete.
3
2.2 I devote more hours on my athletic commitments.
3
2.3 The academic support services of PCU have helped me
succeed as a student athlete.
3
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2.4 I am motivated to attend classes because of my athletic
involvement.
3
2.5 I have time to go out with my friends and family.
3
2.6 I only attend my classes to pass.
3
2.7 I attend my classes to pursue further studies.
4
The table shows that situation 2.7 has the highest mean of 4, while situation
2.1, 2.2, 2.3, 2.4, 2.5 and 2.6 has the same means of 3.
Table X.
Statement
Yes
Percentage
No
(%)
3.1 Are additional tutoring services
or academic aid provided for you that
are not provided for non-athletic
students?
14
39%
Percentage
(%)
22
61%
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3.2 Do professors extend deadlines
for exams exclusively for you and
other student-athletes?
3.3 Do professors extend deadlines
for assignments exclusively for you
and other student-athletes?
3.4 Being a student athlete has
helped me develop better time
management skills
3.5 Would you still participate in
collegiate athletics if it will be proven
that athletics negatively affect
academics?
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19
53%
17
47%
23
64%
13
36%
36
100%
0
0%
32
89%
4
11%
The table shows that 14 answered Yes and 22 answered No in statement
3.1, meanwhile 19 answered Yes and 17 answered No in statement 3.2, 23
answered Yes and 13 answered No in statement 3.3, everyone answered Yes
in statement 3.4 and 32 answered Yes and 4 answered No in statement 3.5.
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Chapter 5
Summary, Conclusions and Recommendations
This chapter presents the summary of the findings, conclusions and
recommendations based on the data analyzed in the previous chapters.
SUMMARY
The study was conducted in Philippine Christian University Manila with a
total of 36 student athlete respondents from senior high school and college. A
Descriptive-Quantitative type of method was applied to the study. A 4-point
Likert Scale and a Yes/No Scale were used to widen the understanding of the
factors that affect the academic performance of student athletes.
The study aims to find if there is a significant relationship between the
academic performance and the schedule of trainings of the student athletes. It also
aims to propose a study plan for the student athletes.
The researchers came up with a null hypothesis, that there is no significant
relationship between the academic performance and the schedule of trainings
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of the student athletes. Determining the mean and the standard deviation
reveals the significance of the study.
CONCLUSIONS
1. Profile of the respondents in terms of:
1.1 Age
Majority of the respondents are 19-20 years old.
1.2 Gender
Majority of the respondents are male.
1.3 Grade/ Year Level
Majority of the respondents are grade 12 students.
1.4 Academic Performance
•
The majority of the high school respondents has an
average of 84-89.
•
The majority of the college respondents has an
average of 84-89.
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1.4 Schedule of Trainings
•
50% of the high school respondents train at 6 am to
8 am while the other half train at 3 pm to 6 pm.
•
35% of the college respondents train at 6 am to 8
am while the other half train at 8 am to 10 am.
•
20% of the college respondents train at 4 pm to 8
pm
•
10% of the college respondents train on Saturday
2. What are the factors that affect the academic performance of the
student athletes?
The students prefer to attend classes to pursue further studies.
3. What is the significance of the schedule of trainings to the
academic performance of the athletes?
There is no significant between the academic performance
and the schedule of trainings
RECOMMENDATIONS
The researchers believe that the survey raises several hypotheses that merit
further research about the relationship of the academic performance and training
schedule of the student athletes. Based in the survey, results and its own
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deliberations. Furthermore, this study will serve as a guide for future research.
By determining the training hours and the class schedule of the student athletes
as well as widening the number of respondents, the future researchers will be
able to find new information that will also serve as teachers/professors guide to
develop the enrichment class for helping student athletes with their missed
lessons. Likewise, the study will help improve the facilities of the sports
department for the student athletes to be able to have good training.
PROPOSED PLAN
The researchers formulated two proposed refreshment study plans specifically
created for high school and college student athletes.
Proposed Enrichment Study Plan for High School Student Athletes
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Proposed Enrichment Study Plan for College Student Athletes
BIBLIOGRAPHY
Aquilina, D. (2013). A Study of the Relationship between Elite Athletes' Educational
Development and Sporting Performance. In The Internation Journal of the
History of Sports (pp. 374-392).
Bishop, G. (2018). Do High School Sports Affect Academics Negatively?
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https://cranforddialogue.com/648/athletics/do-high-school-sports-affectacademicsnegatively/.
Ferrer, A. (2018). Welcome to the Life of a Student Athlete.
https://blog.edukasyon.ph/college-life/life-of-a-student-athlete/.
Ferrera, A. J. (2017). Division I College Student Athlete Attitudes toward Career
Counseling. In Journal for the Study of Sports and Athletes in Education (p. 175).
Jonker, L. (2009). Talented Athletes and Academic Acheievemts: A Comparison Over 14
Years. In High Ability Studies (p. 55).
Karlis, G., Rothschild-Checroune, E., Gravelle, F., & Dawson, D. (2013). Balancing
Academic and Athletic Time Management: A Qualitative Exploration of First
Year Student Athletes' University Football Exprience. In Loisir et Societe (pp.
243-261).
Khelil, A. I. (2015). Benefits of Sports to Student Athletes.
http://www.rochester.edu/team/benefits-of-sports-to-students/.
Lojo, M., & Alvarez, J. (2013\). Balancing Studies and Sort: The Student Manager
Program.
https://thelasallian.com/2013/02/28/balancing-studies-andsportthe-student-manager-program/.
Shank, M. D. (2009). Sports marketing: a strategic perspective / Matthew D. Shank. Retrieved
4 8, 2019, from http://library.um.ac.id/freecontents/index.php/buku/detail/sports-marketing-a-strategic-perspectivematthew-dshank-38551.html
Wissel, H. (1994). Basketball: steps to success. Human Kinetics Publishers, Inc. Retrieved
4 8, 2019, from
https://books.google.com/books?id=B_ntl4MtvZ4C&pg=PA143
APPENDICES
APPENDIX A
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QUESTIONNAIRE
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APPENDIX B
PARTICIPANT’S INFORMATION SHEET
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APPENDIX C
March 6, 2019
Prof. Carol Mendillo
School Registrar
Philippine Christian University
1648 Taft Ave. cor. Pedro Gil St., Malate, Manila
Dear Mrs. Catipon,
We, the researchers of 10 – Callalily, are currently working on our research study
entitled “The Athletes’ Academic Performance of Philippine
Christian University: Basis for a Proposed Study Plan”.
We would therefore like to ask your permission to allow us to access the grades
of student athletes participating in the National Athletic Association of Schools,
Colleges and Universities (NAASCU) from last school year. We assure you that
all the information that would be given to us will be kept confidential. This study
is for the completion of our requirements for SY 20182019.
Your approval to conduct this study would be highly appreciated.
Thank you very much. May God bless you always.
Respectfully yours,
_________________
Fede V. Lecitona
Surveytest – Leader
MEMBERS:
Janin Althea J. Apolinario
Dianna G. Bermudez
Elijah Paul R. Dela Cruz
Hwang Ye Jin (Ruth)
Kwon Ye Jun (Daniel)
Gorel Kaiser G. Marbella
Jean Mikael V. Mariano
NOTED BY:
____________________
Mrs. Rodina B. Autencio
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Research II Adviser
APPROVED BY:
____________________
Hannah O. Lopez Ed.D
PCU-UHSM Principal
APPENDIX D
March 6, 2019
Mrs. Roseni Catipon
School Registrar
PCU-UHSM 771 Malvar St.,
Malate, Manila
Dear Mrs. Catipon,
We, the researchers of 10 – Callalily, are currently working on our research study entitled
“The Athletes’ Academic Performance of Philippine Christian
University: Basis for a Proposed Study Plan”.
We would therefore like to ask your permission to allow us to access the grades of
student athletes participating in the National Athletic Association of Schools,
Colleges and Universities (NAASCU) from last school year. We assure you that all
the information that would be given to us will be kept confidential. This study is for
the completion of our requirements for SY 2018-2019.
Your approval to conduct this study would be highly appreciated.
Thank you very much. May God bless you always.
Respectfully yours,
_________________
Fede V. Lecitona
Surveytest – Leader
MEMBERS:
Janin Althea J. Apolinario
Dianna G. Bermudez
Elijah Paul R. Dela Cruz
Hwang Ye Jin (Ruth)
Kwon Ye Jun (Daniel)
Gorel Kaiser G. Marbella
Philippine Christian University
UNION HIGH SCHO
OL OF MANILA
Jean Mikael V. Mariano
NOTED BY:
____________________
Mrs. Rodina B. Autencio
Research II Adviser
APPROVED BY:
____________________
Hannah O. Lopez Ed.D
PCU-UHSM Principal
APPENDIX E
March 6, 2019
Putli Martha Beata Ijiran Ed.D
Director, ISPEAC
Philippine Christian University
1648 Taft Ave. cor. Pedro Gil St., Malate, Manila
Dear Dr. Ijiran,
We, the researchers of 10 – Callalily, are currently working on our research study
entitled “The Athletes’ Academic Performance of Philippine
Christian University: Basis for a Proposed Study Plan”.
We would therefore like to ask your permission to allow us to conduct a survey
on student athletes participating in the National Athletic Association of Schools,
Colleges and Universities (NAASCU) in the college and senior high school
department of Philippine Christian University. This study is for the completion of
our requirements for SY 2018-2019.
Your approval to conduct this study would be highly appreciated.
Thank you very much. May God bless you always.
Respectfully yours,
_________________
Fede V. Lecitona
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7
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UNION HIGH SCHO
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Surveytest – Leader
MEMBERS:
Janin Althea J. Apolinario
Dianna G. Bermudez
Elijah Paul R. Dela Cruz
Hwang Ye Jin (Ruth)
Kwon Ye Jun (Daniel)
Gorel Kaiser G. Marbella
Jean Mikael V. Mariano
NOTED BY:
____________________
Mrs. Rodina B. Autencio
Research II Adviser
APPROVED BY:
____________________
Hannah O. Lopez Ed.D
PCU-UHSM Principal
APPENDIX F
March 6, 2019
Hannah O. Lopez Ed.D
Principal
PCU-UHSM 771 Malvar St.,
Malate, Manila
Dear Dr. Lopez,
We, the researchers of 10 – Callalily, are currently working on our research study
entitled “The Athletes’ Academic Performance of Philippine Christian
University: Basis for a Proposed Study Plan”.
We would therefore like to ask yoru permission to allow us to conduct a survey
on student athletes participating in the National Athletic Association of Schools,
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UNION HIGH SCHO
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Colleges and Universities (NAASCU) in the college and senior high school
department of Philippine Christian University. This study is for the completion of
our requirements for SY 2018-2019.
Your approval to conduct this study would be highly appreciated.
Thank you very much. May God bless you always.
Respectfully yours,
_________________
Fede V. Lecitona
Surveytest – Leader
MEMBERS:
Janin Althea J. Apolinario
Dianna G. Bermudez
Elijah Paul R. Dela Cruz
Hwang Ye Jin (Ruth)
Kwon Ye Jun (Daniel)
Gorel Kaiser G. Marbella
Jean Mikael V. Mariano
NOTED BY:
____________________
Mrs. Rodina B. Autencio
Research II Adviser
APPENDIX G
March 6, 2019 Dear
Ma‘am/Sir,
Greeting in the name of our Lord Jesus Christ!
We, the researchers of 10 – Callalily, are currently working on our research paper
entitled “The Athletes’ Academic Performance of Philippine Christian
University: Basis for a Proposed Study Plan”.
In order for us determine how student athletes balance their time in studying and
competing, we would like to request you to allow us to conduct a survey to some
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of the student athletes in your class today. The student athletes will be receiving
questionnaires for them to answer.
The data gathered will be a part of our research paper for the completion of
requirements for SY 2018-2019. Your favourable response regarding this matter
would be highly appreciated. Thank you very much and God bless you!
Respectfully yours,
_________________
Fede V. Lecitona
Surveytest – Leader
MEMBERS:
Janin Althea J. Apolinario
Dianna G. Bermudez
Elijah Paul R. Dela Cruz
Hwang Ye Jin (Ruth)
Kwon Ye Jun (Daniel)
Gorel Kaiser G. Marbella
Jean Mikael V. Mariano
NOTED BY:
____________________
Mrs. Rodina B. Autencio
Research II Adviser
APPROVED BY:
____________________
Hannah O. Lopez Ed.D
PCU-UHSM Principal
APPENDIX H
March 6, 2019
Dr. Kathleen Rose Guimbatan
Vice President for Academic Affairs
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Philippine Christian University
1648 Taft Ave. cor. Pedro Gil St., Malate, Manila
Dear Dr. Guimbatan,
We, the researchers of 10 – Callalily, are currently working on our research study
entitled “The Athletes’ Academic Performance of Philippine
Christian University: Basis for a Proposed Study Plan”.
We would therefore like to ask your permission to allow us to conduct a survey
on student athletes participating in the National Athletic Association of Schools,
Colleges and Universities (NAASCU) in the college and senior high school
department of Philippine Christian University. This study is for the completion of
our requirements for SY 2018-2019.
Your approval to conduct this study would be highly appreciated.
Thank you very much. May God bless you always.
Respectfully yours,
_________________
Fede V. Lecitona
Surveytest – Leader
MEMBERS:
Janin Althea J. Apolinario
Dianna G. Bermudez
Elijah Paul R. Dela Cruz
Hwang Ye Jin (Ruth)
Kwon Ye Jun (Daniel)
Gorel Kaiser G. Marbella
Jean Mikael V. Mariano
NOTED BY:
____________________
Mrs. Rodina B. Autencio
Research II Adviser
APPROVED BY:
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Hannah O. Lopez Ed.D
PCU-UHSM Principal
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