SAN PASCUAL SENIOR
HIGH SCHOOL I
CHARACTER DEVELOPMENT AND ACADEMIC ENGAGEMENT OF
VANGUARD ATHLETE
A Research Paper
Presented to
the Faculty of San Pascual Senior High School 1
San Antonio, San Pascual, Batangas
In Partial Fulfillment
of the Requirements for Humanities and Social Sciences
Yaco, Paula Ysabel R.
Maestro, Jhanwell H.
Obido, Bernard A.
Sugian, Joshua A.
Villfranca, Adrian M.
April 2025
SAN PASCUAL SENIOR
HIGH SCHOOL I
APPROVAL SHEET
In partial fulfilment of the requirements for Inquiries, Investigations and
Immersions, this research paper entitled: CHARACTER DEVELOPMENT AND
ACADEMIC ENGAGEMENT OF VANGUARD ATHLETE, was prepared and
submitted to the San Pascual Senior High School 1 by YACO, PAULA
YSABEL R., MAESTRO, JHANWELL H., OBIDO, BERNARD A., SUGIAN,
JOSHUA A., and VILLAFRANCA, ADRIAN M.. is hereby recommended for
acceptance and approval.
MARIBEL M. SIKAT
Research Adviser
PANEL OF EXAMINERS
Approved by the committee on Oral Examination on (FEBRUARY 13,
2025), with a grade of ______.
GRACE F. ILAGAN
Member
MARISOL T. PUNZALAN
Member
Accepted and approved, in partial fulfillment of the Requirements for
Inquiries, Investigations and Immersions
MARCELA A. AGDAN
Principal II
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DEDICATION
The researchers dedicate this study to their beloved parents,
acknowledging them as a great source of strength and inspiration throughout
the research process. The continuous moral and emotional support provided
by the parents played a pivotal role in enabling the completion of the studies.
The researches express gratitude, noting that without the love and assistance
of the parents, research would not have been possible.
Additionally, the researchers extend appreciation to their friends who
offered daily advice and encouragement, fostering a sense of enthusiasm and
perseverance in the research journey.
Lastly, the researchers dedicate the study to Almighty God, expressing
gratitude for the bestowed health, intelligence, competence, and, most
importantly, perseverance exhibited throughout the research endeavor.
P.Y.R.Y
J.W.H.M
B.A.O
J.A.S
A.H.V
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ACKNOWLEDGEMENT
Firstly, the researchers express gratitude to God, acknowledging that it
is only through His grace and direction that the completion of the
Secondly, the researchers appreciate Dr. Maribel Sikat, the thesis
adviser for their valuable guidance and insights, crucial in producing a highquality research paper. The researchers would like to extend their gratitude to
their advisers as well as their subject teachers for their unwavering support all
throughout the process of this study.
Thirdly, the researchers extend heartfelt thanks to their parents, siblings
and colleagues for unwavering support. Special thanks to Ma’am Marisol T.
Punzalan for her support, validating the questionnaires and help to the
methodology of this research, and to Ma’am Grace I. Ilagan for the layout of the
research and validating the questionnaires.
The researchers express deep respect and gratitude for everyone,
emphasizing the immense value given on their contributions to the journey.
P.Y.R.Y
J.W.H.M
B.A.O
J.A.S
A.H.V
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ABSTRACT
Title
: CHARACTER DEVELOPMENT AND
ENGAGEMENT OF VANGUARD ATHLETES
Researcher
: YACO, PAULA YSABEL R.
MAESTRO JHANWELL H.
OBIDO, BERNARD A.
SUGIAN, JOSHUA A.
VILLAFRANCA, ADRIAN M.
Research Adviser
: Maribel M. Sikat
School
: San Pascual Senior High School 1
ACADEMIC
This study examined the relationship between character
development and academic engagement among student-athletes at San
Pascual Senior High School 1. Specifically, it explored all traits such as
camaraderie, self-discipline, and sportsmanship, and assesses how this
influence academic performance. The study investigates the significant
relationship exist between character development and academic engagement.
A descriptive research design was used, involving 115 student-athletes from
Grades 11 and 12 who participated in the District Meet 2024. Data were
collected through questionnaires and analyzed using Pearson R Correlation to
determine the relationship between the two variables. The study revealed that
the character development and academic engagement of vanguard athletes
are highly evident. Based on these findings, the researchers proposed Project
Camaraderie, an initiative aimed at fostering greater teamwork, sportsmanship,
and personal responsibility among the athletes. In conclusion, the results
revealed that athletes value teamwork, are highly disciplined, and manage to
balance their academic and athletic commitments. A moderate positive
correlation of 0.4977 was found between academic engagement and character
development. The proposed Project SIGLA in enhancing the spirit of
camaraderie, sportsmanship, and self-discipline through structured activities
such as team-building exercises to support the overall development of studentathletes.
Keywords: character development, academic engagement, student athletes
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TABLE OF CONTENTS
Page
Title Page
..............................................
i
Approval Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
ii
Dedication
. . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
iii
Acknowledgment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
iv
Abstract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
v
Table of Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
vi
Chapter I: THE PROBLEM AND ITS BACKGROUND
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Statement of the Problem ……………………………………………
Significance of the Study ……………………………………………
Scope, Delimitations and Limitations
of the Study……………………………………………………………
Definition of Terms……………………………………………………
3
CHAPTER II: REVIEW OF RELATED LITERATURE AND STUDIES
Related Literature…………………………………………………….
Related Studies ………………………………………………………
Synthesis………………………………………………………………
Chapter III: RESEARCH METHODOLOGY
Research Design…………………………………………………….
Respondents of the Study………………………………………….
Data Gathering Instrument…………………………………………
Data Gathering Procedure…………………………………………
Statistical Treatment of Data……………………………………….
Results and Discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Chapter IV: PRESENTATION, ANALYSIS, AND INTERPRETATION
OF DATA
Table…………………………………………………………………
Interpretation………………………………………………………..
Action Plan………………………………………………………….
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Chapter
V:
SUMMARY
OF
FINDINGS,
CONCLUSIONS
AND
RECOMMENDATIONS
Summary of Findings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Recommendations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Appendices. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44
Curriculum Vitae . . . . . . . . . . . . . . . . . . . . ……………….. . . . . . . . . . . . . 47
LIST OF TABLES
Table
1
2
3
4
5
6
Page
Character Development in terms of Spirit of Camaraderie. . 24
Character Development in terms of Self-Discipline . . . …… 26
Character Development in terms of Sportsmanship. ……
28
Academic Engagement of student athletes………………..
30
Relationship between Character Development and Academic
Engagement . . . . . . . . . . . . . . . . . . . ………. . . . . ………... 32
Action Plan (Project SIGLA) . . . . . . . . . . . . . . . . . . . ……… 34
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SAN PASCUAL SENIOR
HIGH SCHOOL I
CHARACTER DEVELOPMENT AND ACADEMIC ENGAGEMENT OF
VANGUARD ATHLETES
A Research Paper
Presented to
the Faculty of San Pascual Senior High School 1
San Antonio, San Pascual Batangas
In Partial Fulfillment
of the Requirements
for Humanities and Social Sciences
Yaco, Paula Ysabel R.
Maestro, Jhan Well H.
Obido, Bernard A.
Sugian, Joshua A.
Villafranca, Adrian M.
April 2025
SAN PASCUAL SENIOR
HIGH SCHOOL I
CHAPTER I
THE PROBLEM AND ITS BACKGROUND
This chapter contains the introduction, statement of the problem,
scope, delimitations and limitations, significance of the study and
hypothesis.
Background of the study
Among the characteristics that the student-athletes should develop are a
spirit
of
camaraderie,
self-discipline,
sportsmanship,
confidence
and
leadership. Student athletes benefit significantly from developing essential
qualities such as camaraderie, self-discipline, sportsmanship, confidence, and
leadership. These traits not only enhance their athletic experiences but also
prepare them for future success. Camaraderie fosters teamwork and friendship,
while
self-discipline
promotes
time
management
and
goal
setting.
Sportsmanship encourages respect and grace in both victory and defeat.
Confidence builds self-belief, while leadership develops responsibility and
decision-making abilities. By cultivating these qualities, student athletes
become well-rounded individuals who can contribute positively to their
communities and beyond. In addition, Hinch (2024) stated that teamwork in
sports allows members to work together to achieve to a common goal.
Being a student-athlete entails considerable responsibilities alongside
academic obligations. One of the challenges encountered by student-athletes
is the lack of effective time management, which negatively impacts their
academic engagement. The demanding schedules of athletes often make it
difficult to balance academics and sports.
Additionally, Stratus (2021) identified the adverse effects of being a
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student-athlete, including depression and anxiety. These mental health issues
can negatively affect performance, decision-making, and overall enjoyment of
sports.
In addition to managing time and academic engagement, character
development is a key concern for student-athletes. According to Ferra (2019),
the Greek term for character signifies leaving an impression or being
remembered for one’s traits. Possessing good manners and cultivating virtues
and habits are considered hallmarks of excellent character. Pujanto et al.
(2024) discovered that successful student-athletes typically exhibit high levels
of achievement motivation.
To grow as both players and students, student-athletes must develop
various character traits, including sportsmanship. Giray (2021) defined
sportsmanship as activities that promote the moral and character development
of children and adolescents in physical exercise settings. It encompasses the
understanding and commitment to fair play, moral conduct, honesty, and
overall camaraderie (Phelps, 2018).
This study is grounded in Social Learning Theory, proposed by Bandura,
which posits that personality is shaped by environmental experiences and
social influences, making it dynamic rather than fixed. This is particularly
relevant for examining the character development of student-athletes,
highlighting how social interactions impact personality formation. Additionally,
Social Cognitive Theory elucidates the learning process through observation
and
self-efficacy,
emphasizing
the
role
of
observed
rewards
and
consequences. This theory is instrumental in understanding how student3
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athletes cultivate their character and maintain academic engagement. By
fostering positive role models, creating reward opportunities, and bolstering
self-confidence, we can enhance the success of student-athletes in both their
academic and personal lives.
The role of a student-athletes is difficult to manage between the
demands of being an athlete and a student in the classroom. Moreover,
student-athletes needs also to develop Sports of Camaraderie. Sports of
camaraderie are essential for students -athletes as they foster teamwork,
cooperation, and a sense of belonging, leading to valuable life skills.
Connected to this, Self Discipline is also need to develop by student-athletes,
Sports achievement requires self-discipline. Success in other spheres of life
also depends on it. Disciplined athletes may maintain consistency in their
training, stay goal-oriented, and have a strong work ethic. Additionally, their
adherence to the sport’s rules and regulations promotes consistency and
fairness for all players (Gaborone International School, 2020).
In view of this, it has been noted that some SPSHS 1 student-athletes
struggle with time management. Vanguards athletes struggle to balance their
roles as students and athletes, which has an impact on their participation in
the classroom. Some athletes in the vanguard have not only become athletes
without taking responsibility for their acts, but they have also failed to build the
character of an athlete. They are neglecting their education in favor of their
athletics.
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Therefore, the purpose of this research is to describe the character
development of the athletes the sports of camaraderie, self-discipline and
sportsmanship. This research also describes what is the level of academic
engagement of student-athletes in SPSHS1 and to identify what is the
significant relationship between character development and academic
athletes of the students-athlete in SPSHS1. This research aims to make
enrichment activity or action plan to guide those student-athletes who are
experiencing problem in their academic and character.
Through this research study, the proponents hope to propose enrichment
activities that will help all student-athletes develop their character, engage in
their studies while competing, and cultivate the values of self-discipline,
camaraderie, and sportsmanship that define athletes
Statement of the Problem
1. How may the character of the athletes be described?
1.1 Spirit of Camaraderie
1.2 Self-Discipline
1.3 Sportsmanship
2. What is the level of academic engagement of the athletes?
3. Is there significant relationship between character development and
academic engagement of the athletes?
4. What plan of action may be designed?
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Significance of the Study
Student-Athletes. Through this study, they will gain knowledge about
improving their character as players and students. It will enlighten them how to
balance their time while being active in both academic and sports.
Teachers. This study will help teachers understand how to better
support student-athletes in growing both as players and students. By sharing
ideas and strategies, we aim to create an environment that encourages these
athletes to excel in their sports while also succeeding academically. This will
empower student-athletes to reach their full potential in both areas.
Parents. This study will show them how essential they are in improving
or developing the characters of their children while being involved in various
sports. In addition, it will show them that they need to guide their children to
help them grow as holistic individuals.
School administrators. They play a crucial role in fostering the
character development and academic engagement of student-athletes by
providing a supportive environment, enforcing academic standards, promoting
time management, fostering leadership and teamwork, and building character
and values. This research can help school administration to improve their
support to those student-athletes.
Future Researchers. This may be used as a reference while conducting
similar investigation. It can inspire future researchers to study similar topic.
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Scope Limitations and Delimitation
The study focuses on the academic engagement and character
development of student-athletes at San Pascual Senior High School 1. Its
primary aim is to investigate and develop effective strategies to enhance both
the character and academic engagement of these student-athletes. The
research will specifically involve all student-athletes who participated in the
2024 district meet.
To maintain focus and relevance, the study is limited to those studentathletes who participated in the district meet, intentionally excluding those who
competed in the division and regional meets. This delimitation ensures that the
research targets a specific group, allowing for a more in-depth analysis of their
experiences and challenges.
The researchers will collect responses exclusively from the identified
participants, utilizing their insights to gather the necessary data and answers to
support the objectives of this study. This targeted approach will enhance the
study’s validity and relevance to the student-athlete population at San Pascual
Senior High School 1.
Definition of Terms
Academic Engagement. Academic engagement happens when
students dive deep into learning activities, when they are mentally and
emotionally absorbed by the study materials, and often when interacting with
peers. Academic engagement goes beyond “surface learning” (Hattie, 2003).
Operationally, academic engagement is also one of the main variables of this
research. This research wants to determine the level of academic engagement
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of student-athletes on how they engage in their study while joining sports
competitions.
Character Development. Character (or moral) development has been
cited as one of the many benefits of an effective Physical Education program.
Essentially, character development is about helping students to become better
human beings, as it emphasizes moral traits such as kindness, respect and
fairness (PE Project). Operationally, character development is being mentioned
in this research because it is one the main variable of the researchers. This
research aims to determine the level of character of students-athletes and if
there’s
relationship
between
character
development
and
academic
engagement.
Student-Athlete. A student that participates in an organized competitive
sport that is sponsored by an educational institution (igi.global.com).
Operationally, these are the students-athletes who participate and/or possible
respondents in our study at SPSHS 1.
Sportsmanship. Self-discipline manifests in various forms, such as
perseverance, restraint, endurance, thinking before acting, and finishing what
you started doing (BITESIZE). Sportsmanship means playing fairly, respecting
others and being gracious. It's about following rules, treating opponents kindly
and controlling your emotions.
Self-Discipline. Self-discipline manifests in various forms, such as
perseverance, restraint, endurance, thinking before acting, and finishing what
you started doing (Sasson, n.d). Self-discipline is controlling your actions and
feelings to reach goals. It means setting priorities, managing time and staying
focused.
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Spirit of camaraderie. Conceptually, according to Kavya (n.d), the spirit
of camaraderie as a sense of mutual friendship and support, particularly
prevalent among warriors. Operationally, the spirit of camaraderie is about
unity, respect and trust among team members. It helps people work together,
communicate and support each other. This spirit builds social skills, emotional
intelligence and problem-solving.
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CHAPTER II
REVIEW OF RELATED LITERATURES AND STUDIES
This chapter presents the review of literature and studies which are
relevant to the present study and its synthesis.
Related Literature
The following literature shows specific concepts about character
development and academic engagement of vanguard athletes.
Student-athletes. According to Imm (2021), the obligations of a young
athlete and a student must be met by a student-athlete. To put it another way,
people have to sign up for and attend classes provided by the college in addition
to taking part in an intercollegiate sport that is competitive. Because of this,
between practices, games, and classes, student-athletes usually have less free
time than non- athletes. Students who participate in athletics and academic
endeavors are known as student athletes. They frequently thrive in both studies
and contests while juggling the demands of intense training. Students who
participate in team sports or individual sports show a strong commitment to their
studies while still being dedicated to their physical pursuits. One of the defining
characteristics of the student athlete experience is the harmony between
academic and athletic achievement. According to YSN Staff (2024), article
provides practical strategies to help student-athletes thrive in both areas,
ensuring they can succeed without compromising their passion or educational
objectives. Balancing academics and athletics is a challenging task that many
student-athletes face each day. Achieving excellence both in sports and
academics requires commitment, focus, and a solid plan.
SAN PASCUAL SENIOR
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Character Development. A key component of personal development is
character development, which has a big influence on student athletes’ success
on and off the field. The traits of self-discipline, leadership, spirit of camaraderie
and sportsmanship are more likely to be displayed by athletes who become
strong in character. These qualities promote personal development in addition
to helping athletes succeed. Student athletes may become well-rounded people
who succeed in their sport and make valuable contributions to their
communities by placing a high priority on character development. Makuti (2023)
stated that successful student-athletes exhibit important qualities such as
leadership, teamwork, and dedication. They understand the value of hard work,
perseverance, and resilience, and they commit to achieving their goals both on
and off the field. A successful student-athlete is not only focused on present
achievements but also prepares for future success. This requires developing
the skills and mindset necessary to excel in all areas of life. By using athletics
as a platform, a successful student-athlete reaches new heights and works
toward achieving their full potential. Success in both the classroom and in
sports allows them to become well-rounded and accomplished individuals.
Sportsmanship. Sportsmanship is one of the most important
characteristics that student athletes must develop. According to Giray (2021),
sportsmanship refers to activities that promote a child’s or adolescent’s moral
and character development in physical exercise settings. Sports are regarded
as the most effective approach to teach students social values and life skills
that will benefit them, particularly in their mature years. Phelps (2018) stated
that Most athletes and parents would agree that sportsmanship is a crucial part
of athletics. While it can take many forms, we all recognize what it looks like:
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shaking hands before and after a game, clapping for an injured player once
they’re okay, or helping an opponent up when they fall. These are just a few
examples of good sportsmanship. At its core, sportsmanship is about
understanding and committing to fair play, ethical conduct, integrity, and
showing goodwill toward opponents. It reflects an athlete’s discipline, ability to
maintain composure, and willingness to prioritize the well-being of their team.
In high-pressure moments, a player’s actions often reveal their character and
sportsmanship. In essence, sportsmanship is a choice. It’s easy for both
parents and players to become overly focused on winning during a game. While
winning is important, it shouldn’t be the sole priority. The lessons learned
through sports, like good sportsmanship, are valuable life lessons that last well
beyond the game and should be intentionally taught, practiced, and reinforced.
Narto (2024) emphasized sportsmanship as an essential aspect of
character development in football athletes. Sportsmanship involves respecting
rules, officials, social conventions, and opponents, and is demonstrated
through a strong commitment to the sport. The findings suggest that a positive
sports environment, which promotes character development, is key to fostering
sportsmanship in football athletes. This environment is shaped by the support
of coaches, parents, spectators, administrators, and the athletes themselves.
The internalization of sportsmanship from an early age is fundamental to
forming strong character in athletes as they grow.
Spirit of Camaraderie & Self-Discipline. Furthermore, spirit of
camaraderie and self-discipline is also one of the characters that a student
athlete need to develop. According to The Scots College (2017), it is rare for
every team member to have the chance to rating the winning goal or make the
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final play that secures the victory. What truly defines a “team player” is the
willingness to put the team’s success ahead of personal recognition or glory.
This is a crucial lesson for any young person to learn. Team players are the
ones that leaders across all areas of life recognize and depend on, as they are
often the driving force behind success. Without their contributions, there can be
no lasting achievements. Another common phrase seen in both corporate
offices and sports locker rooms is, “teamwork makes the dream work.”
Whether at school or in life, team players are naturally attracted to
organizations that value, encourage, and reward collaboration. Leaders in all
sectors understand the importance of teamwork and team spirit. Recognizing
how to be a team player, appreciating the value of collaboration, and
harnessing the power of team spirit are all valuable advantages for any young
individual. Self-Discipline is the link between setting goals and achieving them.
It involves staying focused and maintaining a strong work ethic, even in the face
of distractions. By establishing daily routines, minimizing interruptions, and
staying dedicated, you can remain focused and accomplish your objectives
(Esca Wanders, 2024)
Research Literature
Academic Engagement. Lowel et al., (2020) examined how academic
engagement influences university student athletes’ perceptions of the of
academic success. It focused on their awareness of academic resources and
how these affect their performance. The research compared students’
perceptions with academic standards like NCAA Academic Progress Ratings
and National Student Surveys. The findings revealed that while student
athletes valued academic resources, they did not often link their engagement
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or performance to maintaining scholarships or team participation. The study
also found that instructors who fostered a socially and emotionally supportive
environment positively impacted academic performance.
Character development plays a crucial role in shaping student-athletes,
offering both personal and athletic benefits. By fostering leadership skills,
student-athletes learn to motivate and guide their teammates, which is
essential for building team cohesion and improving performance.
Grimit (2024) study aims to explore the impact of participating in
collegiate athletics at South Dakota State University. It seeks to assess
whether being involved in college sports offers more benefits than drawbacks.
In October 2013, sixty-seven student-athletes completed a survey to evaluate
how athletic involvement has affected their experience at SDSU. The findings
indicate that participation in athletics is highly advantageous. The athletes
showed better academic performance, developed strong time management
skills, felt more motivated to finish their degree, were more inclined to attend
classes, and found it easier to adjust to college life.
This research study aimed to examine the grade point averages (GPAs)
of student-athletes during their competitive season compared to their offseason. The study also offers recommendations to Rowan University on how
to enhance academic support for student-athletes. A key finding was that
student-athletes did not perform better academically during their competitive
season. Additionally, female student-athletes in spring sports had higher
GPAs on average compared to their male counterparts. Based on these
findings, the study suggests implementing mandatory study hall hours for all
student-athletes and offering individualized tutoring tailored to their needs
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(Castagnola, 2023).
Pujanto et al., (2024) investigated the academic performance of
student-athletes in Bengkulu City . Researchers analyzed various factors
influencing their academic success, including achievement motivation, study
habits, self-discipline, and academic support. The results indicated that these
student-athletes generally exhibited high levels of these qualities. However,
significant differences were found between male and female athletes,
suggesting potential gender-based disparities in academic performance.
Notably, no significant differences were observed between individual and
team athletes.
Apaak and Sarpong (2015) study explored the internal challenges
impacting the academic performance of student-athletes in Ghanaian Public
Universities, employing a descriptive survey research design. Based on these
findings, the study recommends that university management, sports
administrators, and the Ghana Universities Sports Association (GUSA)
collaborate to design sports schedules that allow student-athletes sufficient
time for both academics and athletics. Additionally, student-athletes should
receive guidance on effective time management, and coaches should ensure
that athletes are not physically or emotionally overburdened during training or
competitions to avoid negative impacts on their academic performance.
The study highlights time constraints and physical/emotional strain as
major challenges to academic success for student-athletes in Ghanaian public
universities. It recommends coordinated efforts to create better balance
between academic and athletic commitments.
Brown (2019) investigated whether demographic factors and levels of
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academic and extracurricular engagement could predict academic success
among NCAA first-year student-athletes, with academic success defined as
earning a grade of “B” or higher. The research was guided by Astin’s student
involvement theory, which highlights the importance of student engagement in
academic outcomes, and Kuh’s concept of engagement, which emphasizes
the role of active participation in academic and campus life. Using data from
the 2018 National Survey of Student Engagement, the study analyzed
responses from 1,985 student-athletes to determine the impact of factors such
as race, sport, gender, and engagement on academic success.
The findings revealed that male student-athletes, wrestlers, football
players, and Black or African American athletes were less likely to achieve
academic success compared to their peers, while females, tennis players, and
White or Asian athletes were more likely to succeed academically. However,
time spent on co-curricular activities and studying did not significantly predict
academic success. While the results were statistically significant, the models
explained less than 10% of the variance in academic success, indicating that
the practical significance of these factors was limited. These findings may help
the NCAA and higher education institutions better understand the factors
influencing student-athletes’ academic outcomes and inform strategies to
support their academic success.
According to Tannoubi, et al., (2023), academic engagement and study
practices are two important predictors of academic accomplishment, whereas
grit appears to be a minor predictor. As a result, physical education and sport
faculty and administrators should highlight student involvement as a predictor
of academic performance by changing or improving physical education and
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Sport curriculum modules that promote engagement.
Amerstorfer and Kistner (2021) stated that academic engagement
occurs when students are deeply involved in the tasks at hand, when they are
emotionally and cognitively engrossed in the readings, and frequently when
they are interacting with other students. Peers, the teacher, the teaching
approach, and other elements of the learning environment all have an impact
on students’ academic engagement. Affective, cognitive, metacognitive,
social, task-related, communicative, and foreign language related factors can
all have an impact on students’ academic engagement. The elements
influencing a person’s academic engagement are not discrete; rather, they
interact and overlap.
Synthesis
The life of a student-athlete is defined by the dual demands of academics
and athletics, which can be particularly challenging due to the limited time
available for leisure and personal pursuits. Imm (2021) emphasizes that
student-athletes must balance attending academic classes with participating
in competitive sports, which often results in less free time compared to nonathletes. Despite these challenges, student-athletes often excel in both
academics and athletics, as demonstrated by studies such as Grimit (2014),
which shows that athletic participation can enhance time management skills
and motivation, leading to improved academic performance. Additionally,
Pujanto et al. (2024) point out that factors like self-discipline, achievement
motivation, and academic support contribute significantly to the academic
success of student-athletes, further supporting the idea that involvement in
sports can complement their academic endeavors. However, research by
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Castagnola (2023) suggests that student-athletes’ academic performance
does not necessarily improve during competitive seasons, with gender
differences observed in GPA averages, highlighting the complexity of
balancing sports and academics.
Character development is another critical aspect of the student-athlete
experience, as it influences both athletic success and personal growth. Key
traits such as leadership, self-discipline, sportsmanship, and a spirit of
camaraderie are essential in shaping student-athletes into well-rounded
individuals. The Scots College (2017) discusses the importance of teamwork
and self-discipline, noting that athletes who prioritize the success of the team
over individual recognition contribute significantly to team achievements and
organizational success. On the other hand Makuti (2023) said that leadership,
teamwork and dedication are the character that student athlete should develop
to be a successful student athletes. Giray (2021), Phelps (2018), and Narto
(2024) collectively emphasized that sportsmanship characterized by fair play,
moral conduct, and respect is essential for athletes’ character development
and is fostered through positive environments and supportive guidance.
Self-discipline and a spirit of camaraderie are also essential for studentathletes. According to The Scots College (2017), self-discipline connects goalsetting with achievement and is vital for maintaining focus and a strong work
ethic. This is crucial not only for athletic success but also for academic
performance, as student-athletes must stay dedicated to both their studies and
training. Pujanto et al. (2024) further highlight that self-discipline among
student-athletes contributes to their academic success, noting that motivated
athletes tend to perform well academically due to their ability to maintain focus
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and manage their time effectively.
In addition to character development, academic engagement plays a
significant role in student-athletes’ success. Lowel et al. (2020), Brown (2019),
and Tannoubi et al. (2023) provide diverse insights into the relationship
between academic engagement and success among student-athletes. Lowel
et al. (2020) highlight a disconnect between academic engagement and
performance, as engagement does not always align with maintaining
scholarships or team participation. Conversely, Brown (2019) identifies
academic and extracurricular engagement as predictors of success but notes
that time spent on academics does not significantly impact outcomes.
Tannoubi et al. (2023) emphasize that academic engagement and study
practices are more critical to academic success than traits like grit, advocating
for institutional efforts to enhance curricula and promote deeper engagement.
In conclusion, the studies reviewed highlight the multifaceted nature of the
student-athlete experience, showing that while involvement in athletics can
support academic success by developing key skills like time management,
self-discipline, and leadership, it also requires careful balance. Character traits
such
as
sportsmanship,
camaraderie,
and
self-discipline
contribute
significantly to personal development, which benefits both athletic and
academic performance. However, challenges remain, particularly with regard
to gender differences and the impact of athletic seasons on academic
performance, indicating that further efforts are needed to ensure studentathletes receive the support necessary to thrive both on and off the field.
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CHAPTER III
METHODOLOGY
This chapter presents the research design, research environment,
respondents of the study, data gathering procedure and statistical treatment
of data.
Research Design
The researchers used descriptive design of research. This type of design
allows the researchers to investigate measures and describe aspects or
characteristics of groups, communities or even occurrences or phenomenon. It
requires careful measurement and a systematized way of answering research
questions. It is not applicable to seek to answer in questions pertaining to
simple search, thoughts, or calculations (Tornero, A. & Tornero, H., 2017).
The descriptive method of research design is ideal for the present study
due to its focus on knowing the level of character of student athletes and how
they engage their class while joining sports competition. This method allows for
the collection of detailed information about character development and the
academic engagement of vanguards athletes. It can also describe the character
development and academic engagement of student-athletes at San Pascual
Senior High School 1.
Research Environment
The researchers conducted at San Pascual Senior High School 1
(SPSHS1), located in San Antonio, San Pascual, Batangas. This research
aimed to discuss the academic engagement and character development of
students and how they perform in class. The study focuses specifically on the
character development and academic engagement of student athletes.
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Conducting this study on the character development and academic
engagement of vanguard athletes at San Pascual Senior High School 1 is
crucial due to the high participation of student-athletes in the District Meet 2024.
The study provides insights into their character development and identify areas
for improvement. It also assess how they balance academic engagement with
sports commitments, enabling to better support their growth and develop
tailored programs to enhance their skills and overall student experience.
Respondents of the Study
The respondents of the study are the student athletes of the San Pascual
Senior High School 1 from Grade 11 and 12 in the different strands. This study
will involve the strands of Humanities and Social Sciences (HUMSS),
Accountancy, Business and Management (ABM), Science, Technology,
Engineering, and Mathematics (STEM) and Technical Vocational-Livelihood
(TVL), School year 2024-2025. The total of the respondents is 115 studentathletes who participated in district meet 2024.
The researchers used purposive sampling in selecting participants
based on specific criteria that are relevant to the research objectives. In this
case, the researchers target student-athletes who participated in the recently
concluded district meet 2024. The researchers aimed to gather insights from
the participants who possess relevant knowledge and experience related to the
study's topic.
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Data Gathering Procedures
The researchers provide questionnaires. Then, they used adapted
questionnaire to gather the needed information. Prior to finalizing the
questions, they request the teacher to review the questionnaires to ensure
clarity and relevance to the study’s objectives. Once validated, the
questionnaire was distributed to the participants. It may be administered
through a survey. Before participants begin responding, the researchers
explain the significance of their answers and clarify any terms or instructions
that may be unclear. It is essential that responses are honest and complete.
The researchers used in-person surveys to answer the questionnaires.
This can be accomplished by creating printed questionnaires where
participants can voluntarily submit their information. This approach is the most
effective way to recruit a diverse group of participants, thereby enhancing the
quality of the data collected. Once the survey is being distributed, participants
can respond at their own convenience, which adds flexibility and accessibility
to the process. After the questionnaires are gathered, the researchers will
compile the data. This will enable the researchers to draw significant
conclusions from the obtained information. Ultimately, based on the analyzed
data, the researchers will form conclusions and offer recommendations. These
results will be included in the research report, along with any insights
discovered throughout the process.
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The following scale continuum and corresponding verbal
interpretations which will be used in scoring the responses.
Option
Scale Range
Verbal Interpretation
4
3.25 – 4.00
Highly evident
3
2.49 – 3.24
Evident
2
1.75 – 2.49
Slight Evident
1
1.00 – 1.74
Not evident
Statistical Treatment of Data
The researchers used the following statistical method to quantify
the data obtained during the study.
Weighted Mean. It was used to demonstrate the respondents’ evaluations
for each item in the assessment of character development and academic
engagement of Vanguard athletes.
Composite Mean. It was used in assessing the average of the weighted
mean in terms of character development and academic engagement.
Pearson R. It was used in determining the relationship between character
development and academic engagement of vanguard athletes.
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CHAPTER IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter present the analysis and interpretation of data on the
character development and academic engagement of student athletes in San
Pascual Senior High School 1.
1. Character Development of Student Athletes
Table 1
Character Development in terms of Spirit of Camaraderie
Indicators
1.I actively support my teammates during
practice and competitions
2. I work well with my teammates and
contribute to a strong
sense of teamwork
3.I believe in the importance of teamwork
and helping each other to succeed.
4.I consider my teammates as my second
family, and value the bond we share.
5.I respect the ideas and contributions of
my teammate in the group.
Composite Mean
Weighted
Mean
3.72
Verbal
Interpretation
Highly Evident
3.61
Highly Evident
3.79
Highly Evident
3.43
Highly Evident
3.73
Highly Evident
3.66
Highly Evident
This table shows how athletes work together and support each other as
a team. The first statement, “I actively support my teammates during practice
and competitions,” has a rating of 3.72, meaning athletes are very active in
helping each other during practice and games. The second statement, “I work
well with my teammates and contribute to a strong sense of teamwork, “got the
weighted mean of 3.61, showing that athletes work well with each other to
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create a strong team.
The third statement, “I believe in the importance of teamwork and helping
each other to succeed,” has the highest rating of 3.79, which shows that
athletes strongly believe in teamwork and helping each other achieve success.
The fourth statement, “I consider my teammates as my second family, and
value the bond we share,” has the lowest rating of 3.43, but it still shows that
athletes care about their teammates and consider them like family. The fifth
statement, “I respect the ideas and contributions of my teammates in the
group,” with the weighted mean of 3.73, showing that athletes respect and
appreciate their teammates' input.
Overall, the composite mean is 3.66, which shows that athletes clearly
value teamwork, support, and respect for each other. While they view their
teammates as family, this feeling is slightly less emphasized compared to their
focus on teamwork and supporting each other necessary for their success in
their field.
According to YXKLYXCOM (2023), camaraderie plays a crucial role in
building stronger sports teams. It fosters a sense of unity and shared purpose
among team members, leading to improved communication and collaboration.
Effective communication and collaboration are essential for success in any
sport, as they enable players to work together seamlessly and achieve their
goals.
The data clearly indicates that the student athletes in San Pascual
Senior High School 1 show strong teamwork and collaboration. Team members
actively
help
each
other,
work
together
to
create
a
supportive
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environment, and value each other’s contributions.
Table 2
Character Development in terms of Self - Discipline
Indicators
1.I consistently follow my training schedule
and routines.
2.I manage my emotions and actions
effectively in high-pressure situations.
3. I stay focused and dedicated even when
there are distractions.
4. I handle failure or setbacks in sports with
resilience.
5. I balance my sports activities with other
responsibilities effectively.
Composite Mean
Weighted
Mean
3.58
Verbal
Interpretation
Highly Evident
3.26
Highly Evident
3.30
Highly Evident
3.27
Highly Evident
3.43
Highly Evident
3.37
Highly Evident
The results of the study show that the respondents exhibit a high level
of engagement in both their academic and athletic responsibilities, as reflected
in the overall composite mean of 3.37, which is interpreted as "Highly Evident."
The participants demonstrate strong discipline and consistency in following
their training schedules and routines, with a weighted mean of 3.58. They also
manage their emotions and actions effectively in high-pressure situations, as
indicated by a mean of 3.26.
Additionally, the athletes stay focused and dedicated even when faced
with distractions, with a mean of 3.30, and they handle failure or setbacks in
sports with resilience, as shown by a mean of 3.27. Furthermore, the
respondents are able to balance their sports activities with other responsibilities
effectively, as evidenced by a mean of 3.43. These findings suggest that the
athletes are highly committed, demonstrating discipline, emotional control,
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resilience, and the ability to manage both academic and athletic responsibilities
efficiently. The composite mean of 3.37 indicates a highly evident level of selfdiscipline among athletes. These findings show that student athletes in San
Pascual Senior High School 1 are well discipline in their games.
According to Ballathlete (2024), maintaining a balanced training
schedule is essential for athletes at all levels, whether they are young players
striving to reach professional ranks or adults working to maintain peak
performance. A well-rounded training regimen plays a key role in improving
physical fitness, refining technical skills, and boosting mental focus. In the
context of soccer, a thoughtfully designed training schedule allows athletes to
develop all aspects of their game while minimizing the risks of burnout and
injury. The objective is to strike a harmonious balance between physical
conditioning, tactical understanding, and adequate recovery time, ensuring
long-term progress and sustained performance.
This study is supported by Hanin (2020) explored the role of emotions in
sport and how emotional regulation influences athletes’ performance. It
emphasizes the importance of managing emotions, especially under pressure,
and how doing so can lead to improved outcomes in sports. The study also
touches on the idea that athletes who can regulate their emotions, stay focused,
and recover from setbacks are more likely to succeed in high-stress competitive
environments.
In conclusion, the study shows that student-athletes at San Pascual
Senior High School 1 are highly disciplined, which helps them succeed in both
sports and academics. With a composite mean of 3.37, the data clearly shows
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Overall, the study confirms that self-discipline, emotional control, and time
management are key factors in the athletes’ achievements.
Table 3
Character Development in terms of Sportsmanship
Indicators
1. I show respect for my opponents,
referees, and coaches.
2.I accept the results of the game.
3.I value fair play more than winning at any
cost.
4. I congratulate my opponent after the
game, regardless of the outcome.
5. I congratulate the opponent for his good
performance.
Composite Mean
Weighted
Mean
2.92
Verbal
Interpretation
Evident
3.54
Highly Evident
3.40
Highly Evident
3.68
Highly Evident
3.75
Highly Evident
3.46
Highly Evident
The data shows that the student athletes at San Pascual Senior High
School 1 generally demonstrate good sportsmanship, with a composite mean
of 3.46, which is interpreted as Evident. This indicates that while they exhibit
respect for others, there is still room for improvement. The responses show that
athletes consistently accept the results of the game with 3.54 weighted mean
and value fair play over winning at any cost gaining 3.40 weighted mean, both
of which were interpreted as Highly Evident.
They also make a point to congratulate their opponents, regardless of
the outcome yielding the weighted mean of 3.68, and recognize good
performance by their opponents obtaining 3.75 weighted mean, suggesting that
they appreciate the value of mutual respect and acknowledgment in sports.
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However, the slightly lower rating of 2.92 was yielded showing respect
for opponents, referees, and coaches indicate that while respect is evident, it
may not be as consistent across all situations. The score suggests that respect
is present but inconsistently shown. Factors like competition pressure, stress,
or lack of guidance may cause occasional lapses in respectful behavior.
Additionally, the team could influence how respect is demonstrated. Overall,
the data highlights that these athletes largely prioritize fairness, respect, and
sportsmanship, though there are areas for further growth in their attitudes
toward others in the sporting environment.
According to Narto (2021), sportsmanship refers to a person’s attitude
and behavior in sports, showing respect for rules, officials, social norms, and
opponents, all while demonstrating a strong commitment to the sport. This
research shows that one key factor in promoting sportsmanship and shaping
the character of football players is the sports environment, which focuses on
developing the athlete’s character. This environment is supported by coaches,
parents, fans, administrators, and the athletes themselves. The core of
sportsmanship comes from teaching and instilling these values from a young
age and continuing to reinforce them as the athlete matures.
The student athletes at San Pascual Senior High School 1 mostly show
good sportsmanship, with strong signs of respecting game outcomes, fair play,
and acknowledging their opponents’ efforts. The overall results, with an
average rating of 3.46, suggest that while they generally value respect and
fairness, there is still room for improvement, especially in showing consistent
respect for referees, coaches, and opponents in all situations that could be
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attributed to having self-discipline and better sportsmanship. This indicates that
while they have a solid foundation in sportsmanship, they could further develop
their attitudes in some areas
2. Academic Engagement of Student Athletes
Table 4
Level of Academic Engagement of the Respondents
Indicators
1. I consistently try to perform well in both
academics and sports.
2.I maintain a positive attitude toward both
my studies and sports.
3. I seek help or guidance when I face
challenges in balancing academics and
sports.
4. I create a schedule that allows me to
balance study time and training sessions
effectively.
5. I complete my academic requirements on
time.
Composite Mean
Weighted
Mean
Verbal
Interpretation
Highly Evident
3.49
Highly Evident
3.50
3.79
Highly Evident
3.22
Evident
3.47
3.49
Highly Evident
Highly Evident
The table shows how students balance their academic work and sports.
The first indicator, “I consistently try to perform well in both academics and
sports,” has a weighted mean of 3.49, meaning students strongly try to do well
in both areas. The second indicator, “I maintain a positive attitude toward both
my studies and sports,” is also rated high with a mean of 3.50, indicating that
students tend to have a positive attitude toward both their studies and sports.
The third indicator, “I seek help or guidance when I face challenges in balancing
academics and sports,” has the highest mean of 3.79, which shows that
students are very likely to ask for help when they struggle with balancing both.
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The fourth indicator, “I create a schedule that allows me to balance study
time and training sessions effectively,” has a mean of 3.22, which is still a good
rating but suggests that it’s less common for students to make specific
schedules to balance their time between academics and sports. The last
indicator, “I complete my academic requirements on time,” has a weighted
mean of 3.36, indicating that most students manage to meet their academic
deadlines. In summary, the highest rating, 3.79, shows that students are most
likely to seek help when they face challenges, while the lowest rating, 3.22,
indicates that making a specific schedule to balance both academics and sports
is a little less common.
The overall composite mean of the academic engagement of the
respondents is 3.49, which is interpreted as "highly evident." This means that
the vanguard athletes show a high level of discipline and responsibility in
balancing their roles both as athletes and students. They are clearly aware of
their responsibilities and manage to stay committed to their academics while
fulfilling their duties in sports.
This study is supported by EDM101 (2024), which highlights that a
positive mindset is not just a motivational tool for athletes but an essential factor
in improving both performance and overall well-being. Whether an athlete is
competing professionally or participating for fun, developing a positive mindset
offers numerous benefits. This mindset involves focusing on the good in any
situation, using positive thinking, engaging in constructive self-talk, and
maintaining an optimistic attitude.
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In relation to balancing sports and academics, a positive mindset is
crucial for athletes. Those who adopt positive thinking and self-talk are better
able to manage the challenges of balancing their academic responsibilities with
their athletic commitments. By maintaining an optimistic outlook, athletes can
reduce stress, stay motivated, and enhance their time management skills. This
mental approach helps athletes navigate the demands of both academics and
sports, leading to success in both areas while also promoting their overall wellbeing.
Based on the response of athletes the vanguard athlete academic
engagement is not bad but needs more improvement. Overall, the data
suggests that students are generally committed to doing well in both areas but
might need to improve their time management skills.
3. Relationship between Character Development and Academic
Engagement
Table 5
Relationship between Character Development and Academic
Engagement of the Respondents
Aspects
Test value
p-value
Character
Development
Academic
Engagement
4.83
0.05
Decision
Interpretation
There
is
moderate
relationship
Moderate
between
Correlation
character
development
and academic
engagement.
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The table above shows if there is significant relationship between academic
engagement and character development. Using Pearson R Moment of
Correlation, data yielded 0.497726 value suggesting a moderate correlation
between character development and academic engagement. A moderate
correlation means that there is a noticeable connection between character
development and academic engagement in student-athletes, but it is not a very
strong one.
Simply, as student-athletes improve in character, like sportsmanship, spirit
of camaraderie, and self-discipline, they tend to engage more in their
academics. However, the relationship is not perfect, so other factors are likely
also influencing how well they do academically. While the correlation between
character development and academic engagement is moderate, it is not
perfect, indicating that other factors are likely influencing academic
performance. For instance, time management skills, family support, personal
motivation, and mental health can all play a significant role in how well studentathletes perform academically. Additionally, the study environment, including
access to academic resources, tutoring, and a supportive learning atmosphere,
may also contribute to their academic engagement. Therefore, while
improvements in character development are associated with better academic
performance, they are not the sole determinant, and multiple factors likely affect
a student-athlete's academic success.
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Action Plan
PROJECT SIGLA
I. Project Summary
Project SIGLA Strengthening Individuals through Grit, Leadership, and
Athletics
II. Project Objectives
Project SIGLA aims to:
1. To enhance teamwork, communication, and camaraderie through sports.
2. Educate student athletes on sportsmanship, responsibility, and ethical
behavior.
A. Work Breakdown and Task Time Estimates
DATE OF
PERSON
ACTIVITY
BUDGET
OUTPUT
IMPLEMENTA
RESPONSIB
TION
LE
Before the
Student
students’
seminar
Athletes
athletes and
September
Project Team
Speakers.
2025
Coaches
BUDGET
SOURCE
Milestone 1: Pre-implementation
Identify the
Seminar
None
None
Sports Club
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Milestone 2: Implementation Phase
Conducting
Narrative-pictorial
October 2025
Project Team
opening
report/documenta
Coaches
orientation
tion
Students
of the rules
athletes
and
Sports Club
None
None
None
None
None
None
None
None
regulation of
the activity.
Team
Organize a day of
October 2025
Project Team
Sports Day
team sports
Coaches
(futsal,
Students
basketball,
athletes
volleyball,
Sports Club
badminton and
table tennis)
Team
Organize
November
Project Team
Building
activities that will
2025
Coaches
promote
Students
sportsmanship.
athletes
Sports Club
Sport
Conduct a
November
Project Team
Workshop
workshop on
2025
Coaches
team strategy and
Students
communication in
athletes
sports.
Sports Club
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Milestone 3: Post Implementation Phase
Project
Enhance the
End of the
SIGLA
Sportsmanship of
semester
Project Team
None
None
the vanguard
athletes
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CHAPTER V
SUMMARY, CONCLUSION, AND RECOMMENDATIONS
This chapter presents the summary of the study, the findings, and the
conclusion based on the findings of the researchers. The data collected from
various sources, including survey questionnaires, are analyze to determine the
character development and academic engagement of vanguard athletes.
Specifically, it sought to answer the following question:
1. How may the character of the athletes be described?
1.1 . Spirit of Camaraderie
1.2 . Self-Discipline
1.3 . Sportsmanship
2. What is the level of academic engagement of the athletes?
3. Is there a significant relationship between character development and
academic engagement of the athletes?
4. What plan of action may be designed?
Descriptive research design was used in conducting the study
among the 115 student athletes in San Pascual Senior High School 1 who
were chosen using the purposive sampling. The study focused on Grade 11
and 12 students from different strands who participated in the District Meet
2024. Data was gathered through questionnaire, which were validated and
distributed to the participants. The researchers aimed to understand how
student-athletes balance academics and sports, providing insights for
improving their development and experience.
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Summary of the findings:
The following are the findings of the study:
1. The data shows that senior high school student-athletes demonstrate
high levels of character development in terms of camaraderie, selfdiscipline, and sportsmanship. In the area of Spirit of Camaraderie, the
composite mean of 3.66 indicates that they highly value teamwork and
consistently support their teammates. Regarding Self-Discipline, the
composite mean of 3.37 suggests that student-athletes are effective at
following routines, managing emotions, and balancing their sports with
other responsibilities. For Sportsmanship, the composite mean of 3.46
shows that they respect opponents, value fair play, and display positive
attitudes regardless of the game outcome. Overall, the data reveals that
student-athletes exhibit "highly evident" levels of character development
in these key areas.
2. The data shows that student-athletes are generally committed to
balancing academics and sports, with a composite mean of 3.49, but
they need to improve their time management, as reflected by a mean of
3.22 for creating schedules. Overall, they tend to seek help when needed
and complete their academic work on time.
3. The researchers used Pearson R Correlation to find the relationship
between academic engagement and character development. The
findings is 0.497726 and the verbal interpretation is moderate
correlation, so that there is moderate relationship between the two.
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4. Based on the gathered data, the proposed output is PROJECT SIGLA,
an activity where in the vanguard athlete may learn how to be good,
responsible and respectful athlete. Also this activity focuses to enhance
the sportsmanship of vanguard athlete.
Conclusion
The following conclusions were derived from the gathered findings
1. The character development of select vanguard athlete was described as
highly evident.
2. The academic engagement of select vanguard athlete was describe as
highly evident.
3. There is a moderate correlation between academic engagement and
character development of selected vanguard athletes.
4. Project SIGLA may be use to enhance the camaraderie and
sportsmanship of vanguard athletes.
Recommendations
1. The researchers recommend to the coaches, athletes and coordinators
enhance the sportsmanship, spirit of camaraderie and self-discipline to
all athletes by supporting each other, showing respect in all situations,
and sticking to their goals with hard work and focus.
2. Sports club and Coaches may have activities like team building which
shall be participated by student athletes to enhance their sportsmanship.
3. Coaches may recognize not only athletic success but also improvements
in teamwork and discipline, motivating athletes to keep working hard.
4. Sports Club, coaches, and student athletes may use the proposed action
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plan which is PROJECT SIGLA in enhancing the sportsmanship of the
athletes.
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REFERENCE
Ballathlete., Importance of a Balanced Soccer Training Schedule. (2024).
https://ballathlete.com/the-importance-of-a-balanced-soccer-trainingschedule/
Castagnola., More than athletes: Do student athletes more than athletes: Do
student athletes perform better academically in perspective competitive
better academically in their respective competitive season? (2023).
MORE THAN ATHLETES: DO STUDENT ATHLETES PERFORM
BETTER ACADEMICALLY IN THEIR RESPECTIVE COMPETITIVE
SEASON?
EDM101., The Power of Positivity: How to Keep a Positive Mindset in Sports.
(2024).
https://exercisedaily.com/how-to-keep-a-positive-mindset-in-
sports/.
Ferrara, Katie M., “The effectiveness of character education on student
behavior”
(2019).
Theses
and
Dissertations.
2702.
https://rdw.rowan.edu/etd/2702
Giray., “THE SPIRIT OF SPORT: EXPLORING SPORTSMANSHIP AMONG
PHYSICAL EDUCATION STUDENTS” (2021). ACITYA Journal of
Teaching & Education.
https://www.researchgate.net/publication/354681058_THE_SPIRIT_OF
_SPORT_EXPLORING_SPORTSMANSHIP_AMONG PHYSICAL
Grimit., Effects of Student Athletics on Academic Performance. (2014).
Effects of Student Athletics on Academic Performance
41
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HIGH SCHOOL I
Hanin., Emotions in Sport: Current Issues and Perspectives. (2020).
https://www.researchgate.net/publication/230515551_Emotions_in_Sp
ort_Current_Issues_and_Perspectives
Imm., “What is Student Athletes?” (September 2021). North Central
College.https://www.northcentralcollege.edu/news/2021/09/17/whatstudent-athlete
Narto., Sportmanship As One Of The Character Buildings For Football Athletes.
(2021). https://dergipark.org.tr/tr/download/article-file/3509146.
Phelps G., “The Importance of Sportsmanship and What it Should Look Like”
(2018). FWCD Director of Athletics . https://www.fwcd.org/news/201809-28/the-importance-of-sportsmanship-and-whatit- should-look-like.
Pujianto et al., “High School Student-Athletes: Their Motivation, Study Habits,
Self-Discipline, Academic Support, and Academic Performance” (2024).
https://www.researchgate.net/publication/378626327_High_School_Stu
dent-Athletes_Their_Motivation_Study.
Tannoubi et al,. Modelling the associations between academic engagement,
study process and grit on academic achievement of physical education
and sport university students. (2023). Modelling the associations
between academic engagement, study process and grit on academic
achievement of physical education and sport university students - PMC
Temel, et al., “INVESTIGATION OF SECONDARY SCHOOL STUDENTS’
SPORTSMANSHIP BEHAVIORS IN PHYSICAL EDUCATION AND
SPORTS LESSON(2023).
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https://www.researchgate.net/publication/369475091_INVESTIGATION
_OF_SECONDARY_SCHOOL_STUDENTS'_SPORTSMANSHIP_BEH
AVIORS_IN_PHYSICAL_EDUCATION_AND_SPORTS_LESSON
YXKLYXCOM., The Power of Camaraderie in Sports: Building Stronger Teams
Through Team Building Activities. (2023). https://www.yxklyx.com/thepower-of-camaraderie-in-sports-building-stronger-teams-through-teambuilding-activities/
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APPENDICES
QUESTIONNAIRE
To the respondents:
We are currently conducting a research study entitled CHARACTER
DEVELOPMENT AND ACADEMIC ENGAGEMENT OF VANGUARD
ATHLETES. In this regard, we humbly seek your help in completing this survey
questionnaire. Please answer the questionnaire honestly. Rest assured that the
gathered data would remain confidential.
Thank you for your cooperation. God bless!
-
The Researchers
Name:
I.
Character Development of the Student Athletes
Directions: Assess your character as a student athlete. Please read and
respond on the following indicators by placing a check mark (✓) on the column
that corresponds to your response. Use the scale provided below.
4 – Highly Evident
3 – Evident
2 – Slightly Evident 1 – Not Evident
1.1 Spirit of Camaraderie
Indicators
1. I actively support my teammates during practice and
competitions.
2. I work well with my teammates and contribute to a
strong
4
3
2
1
3. sense of teamwork.
4. I believe in the importance of teamwork and helping
each
other succeed.
5. I consider my teammates as my second family, and
value
the bond we share.
6.I respect the ideas and contributions of my teammate
in the
group.
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SAN PASCUAL SENIOR
HIGH SCHOOL I
1.2 Self-Discipline
Indicators
1. I consistently follow my training schedule and routines.
2. I manage my emotions and actions effectively in highpressure situations.
3. I stay focused and dedicated even when there are
distractions.
4. I handle failure or setbacks in sports with resilience.
5. I balance my sports activities with other responsibilities
effectively.
4
3
2
1
4
3
2
1
2
1
1.3 Sportsmanship
Indicators
1. I show respect for my opponents, referees, and coaches.
1. I accept the results of the game.
2. I value fair play more than winning at any cost.
3. I congratulate my opponent after the game, regardless of the
outcome.
4. I congratulate the opponent for his good performance.
II.
Academic Engagement
Directions: Assess your academic engagement as a student athlete. Please
read and respond on the following indicators by placing a check mark (✓) on
the column that corresponds to your response. Use the scale provided below.
4 – Highly Evident
3– Evident
2-Slightly Evident
Evident
Indicators
1 – Not
4
3
1. I consistently try to perform well in both academics and sports.
2. I maintain a positive attitude toward both my studies and
sports.
3. I seek help or guidance when I face challenges in balancing
academics and sports.
4. I create a schedule that allows me to balance study time and
training sessions effectively.
5.I complete my academic requirements on time.
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SAN PASCUAL SENIOR
HIGH SCHOOL I
The results of student athletes response in terms of their:
Character Development ( Weighted Mean by indicators)
Spirit of Camaraderie
Self-Discipline
Sportsmanship
1. 3.72 – Very Evident
1. 3.58 – Very Evident
1. 2.92 - Evident
2. 3.61 – Very Evident
2. 3.26 – Very Evident
2. 3.54 – Very Evident
3. 3.79 – Very Evident
3. 3.30 – Very Evident
3. 3.4 – Very Evident
4. 3.43 – Very Evident
4. 3.27 – Very Evident
4. 3.68 – Very Evident
5. 3.63 – Very Evident
5. 3.43 – Very Evident
5. 3.75 – Very Evident
Academic Engagement
1. 3.49 – Highly Evident
2. 3.50 – Highly Evident
3. 3.79 – Highly Evident
4. 3.22 – Highly Evident
5. 3.36 – Highly Evident
46
SAN PASCUAL SENIOR
HIGH SCHOOL I
CURRICULUM VITAE
Personal Information
Name
:
Paula Ysabel Ramos Yaco
Address
:
Antipolo, San Pascual, Batangas
Birth Date
:
September, 8, 2007
Place of Birth
:
Batangas Regional Hospital
Civil Status
:
Single
Citizenship
:
Filipino
Religion
:
Roman Catholic
Parents
:
Edgardo G. Yaco
:
Rona R. Yaco
Educational Background
Secondary
School
:
Francisco G. Perez Memorial National High
Elementary
:
Natunuan South Elementary School
47
SAN PASCUAL SENIOR
HIGH SCHOOL I
CURRICULUM VITAE
Personal Information
Name
:
Jhan Well Maestro
Address
:
San Antonio, San Pascual, Batangas
Birth Date
:
September, 9, 2005
Place of Birth
:
Macawayan, Tingloy, Batangas
Civil Status
:
Single
Citizenship
:
Filipino
Religion
:
Roman Catholic
Parents
:
Joey Maestro
:
Elizabeth Maestro
Educational Background
Secondary
School
:
Anselmo, A, Sandoval Memorial National High
Elementary
:
Macawayan, Tingloy, Batangas
48
SAN PASCUAL SENIOR
HIGH SCHOOL I
CURRICULUM VITAE
Personal Information
Name
:
Bernard Alcaraz Obido
Address
:
Sto Niño, San Pascual, Batangas
Birth Date
:
January, 31, 2005
Place of Birth
:
Bay, Laguna
Civil Status
:
Single
Citizenship
:
Filipino
Religion
:
Roman Catholic
Parents
:
Benjamin Obido
:
Lorna Alcaraz
Educational Background
Secondary
:
Castor Alviar National High School
Elementary
:
Eduardo Barretto Sr. Elementary School
49
SAN PASCUAL SENIOR
HIGH SCHOOL I
CURRICULUM VITAE
Personal Information
Name
:
Joshua A Sugian
Address
:
Danglayan, San Pascual, Batangas
Birth Date
:
November, 6, 2004
Place of Birth
:
Bauan General Hospital
Civil Status
:
Single
Citizenship
:
Filipino
Religion
:
Roman Catholic
Parents
:
Rirayan Sugian
:
Marilyn Sugian
Educational Background
Secondary
:
San Pascual National High School
Elementary
:
Sta Rita Aplaya Batangas City
50
SAN PASCUAL SENIOR
HIGH SCHOOL I
CURRICULUM VITAE
Personal Information
Name
:
Adrian Magboo Villafranca
Address
:
Pook ni Banal, San Pascual, Batangas
Birth Date
:
June, 21, 2007
Place of Birth
:
Pook ni Banal, San Pascual, Batangas
Civil Status
:
Single
Citizenship
:
Filipino
Religion
:
Roman Catholic
Parents
:
Dave Villafranca
:
Anarose Magboo
Educational Background
Secondary
:
Bayanan National High School
Elementary
:
Pook ni Banal Elementary School
51