CHAPTER I

THE PROBLEM AND ITS SCOPE

This chapter of the research involves the background of the study, theoretical and

conceptual frameworks, a statement of the problem, the significance of the study, the

scope and delimitations, and the definition of terms.

Background of the Study

Student athletes are individuals who engage and participate in any sport while

pursuing academic goals. This dual role requires discipline and time management, as

student-athletes must balance the demands of their studies with the training and

competition schedule for the sports they play (Paterson, 2024). Being a student athlete

develops a certain amount of skills since research shows that those who play sports have

enhanced cognitive development because exercise increases blood flow to the brain

(Kelly, 2020). A typical student athlete can have up to 20-25 hours of practice and

competition per week on top of a full academic course load (National Federation of State

High School Associations, 2020). They make sacrifices of their time for the sake of being

able to achieve their academic and sports goals all at once. Student athletes experience

situations and face challenges that greatly vary from non-student athletes. They often face

peer pressure from the high expectations of their coaches, respective teachers, peers, and

even themselves. Student athletes must maintain both physical and mental well-being to

perform well academically and in their sport. The mental well-being of a student athlete

determines the focus they need, to reach their goal. These include challenges such as time
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management, maintaining a strong physical condition, and coping with performance

pressure.

Engaging in sports activities not only promotes physical health but also

contributes to mental well-being, fostering discipline, teamwork, and time-management

skills among students (Admin, 2024). Participation in sports activities helps develop

essential life skills, such as setting goals, teamwork, leadership skills, and resilience

(Team Champ Story, 2025). Leadership skills and a set of responsibilities help student

athletes enhance themselves, as student athletes often take initiative and make decisions

under pressure, communicate effectively with teammates and coaches, motivate and

inspire others to work toward a common goal, demonstrate adaptability and problem-

solving skills, and develop resilience and the ability to overcome challenges (CLNS

Media, 2024). Student athletes are able to learn the significance of their experience from

each specific skill they encounter, which are all valuable academically and to various

aspects in their personal lives. These experiences contribute to the overall character

development of an individual, overflowing confidence, and a strong work ethic that

benefits them beyond their athletic goals. Furthermore, although participation in sports

creates several benefits for student athletes, participation in sports also presents

psychological challenges such as stress and anxiety from the pressures, injuries, social

expectations, burnout, and body image issues (Seattle Anxiety Specialists, 2023), which

can affect the student athletes' motivation and overall performance. It is vital to

understand the effects of anxiety to present strategies that can help to support their mental

well-being, allowing student athletes to achieve their goals both in academics and in

sports.
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Anxiety is a prevalent mental health disorder characterized by persistent worry,

fear, and physical symptoms (Cruz, 2024). A student athlete's performance anxiety is an

overwhelming feeling of worry and concern that student athletes experience leading up

to, during, and/or after competitive events (Kindbridge, 2025). Anxiety is primarily

common in student athletes, especially those in competitive sports where high

expectations are in. Anxiety in athletes is a pivotal factor affecting performance, mental

health, and career longevity (Dehkordi & Chtourou, 2023). There are two different forms

of anxiety: cognitive anxiety and somatic anxiety (Fotedar, 2023).

Cognitive anxiety refers to the mental aspects of worry and the specific thought

patterns that occur during anxiety (Fotedar, 2023). These include negative thoughts, self-

doubt, and excessive worry about performance, failure, or judgment from others. Student

athletes experiencing cognitive anxiety are most likely focused on overlooking negative

thoughts, such as excessively focusing on their mistakes, comparing themselves to others,

or overanalyzing their performance, which feeds the anxiety and makes it worse.

Concentration problems, indecision, and a generalized sense of dread or fear can all be

symptoms of cognitive anxiety (Fotedar, 2023). In addition, due to its ability to hinder

decision-making and reaction time, this kind of anxiety can be especially harmful during

high-stakes competitions.

On the other hand, somatic anxiety is the physical presentation of anxiety. It is a

form of somatization or the expression of psychological distress through physical

symptoms (Gillette, 2024). This involves physiological symptoms such as abdominal

spasms, dizziness, stunned feelings, sweating, feelings of nausea, negative self-talk,

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trouble with balance, difficulties in breathing, hot and cold flushes, tachycardia, and

catastrophic thinking (Fotedar, 2023). These symptoms often occur before or during a

competition, which can highly affect the student athletes' overall sports performance.

Sports competition anxiety is caused by a number of things, such as self-imposed

expectations, parental and coach pressure, fear of failure, and prior performance

experiences. Anxiety-prone athletes may have trouble with stress, which can impair their

capacity to train efficiently and perform with assurance. Athletes must learn coping

strategies to preserve their mental toughness because outside stresses like media

attention, scholarship offers, and team expectations can further increase anxiety levels.

Although anxiety is generally seen as a negative emotion, it can also serve as a

motivating push in certain situations (Devon, 2023). Productive anxiety can motivate

individuals to take initiative, plan carefully, and work toward achieving a goal when

faced with a challenging task (Devon, 2023). Motivation is the process that initiates,

guides, and maintains goal-oriented behaviors (Cherry, 2023). It is the driving force that

encourages athletes to train consistently, develop their skills, and push through physical

and mental challenges. Motivation is a key factor in any sport. It impacts an athlete’s

performance, whether it is positive or negative (O’Connell, 2023). Without motivation,

even the most talented athletes may struggle to reach their full potential.

There are 2 types of motivation in sports: intrinsic motivation and extrinsic

motivation. Intrinsic motivation is the motivation that originates internally and is

unaffected by any external rewards (Johnson, 2021). It is the internal desire to participate

in sports for personal satisfaction, enjoyment, or the love of the game. Intrinsically
 5

motivated student athletes find joy in the process of training, learning new techniques,

and competing. Student athletes appear more focused and committed to their goals as

their push to aim high is not dependent on external rewards. On the other hand, extrinsic

motivation is an action motivated by benefits from outside sources, like tangible things

such as cash or grades, medals or trophies, or intangible things like praise or fame

(Cherry, 2024). While extrinsic rewards can boost performance temporarily, they may not

be enough to maintain long-term involvement in sports without some level of intrinsic

motivation. Athletes who are predominantly extrinsically motivated tend to become

discouraged when they do not perform to expectations and can experience a downturn in

form (Human Kinetics, n.d.).

Motivation is shaped by a student athlete's environment, personal goals,

encouragement from coaches, teamwork, and psychological well-being. A healthy

combination of intrinsic and extrinsic motivation is essential to get the best out of an

athlete (Tss_Admin, 2023). It is the responsibility of trainers and athletes themselves to

recognize and develop both these motivations, which results in the good performance of

student athletes (Tss_Admin, 2023).

The relationship between anxiety and motivation is complex. Low levels of

anxiety can push and turn into a motivation for student athletes. This kind of anxiety can

increase alertness, heighten awareness, and even sharpen competitive drive. However,

high levels of anxiety can have a negative impact on student athletes, leading to poor

motivation and terrible overall performance academically and in sports. It can lead to

feelings of helplessness, self-doubt, and avoidance behavior (Devon, 2023). High levels
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of anxiety can cause a loss of confidence, intense fear of failure, and avoidance

behaviors, where athletes may skip training sessions or withdraw from competitions to

escape pressure. Anxiety can have different effects on intrinsic and extrinsic motivation.

In terms of intrinsic motivation, anxiety can sometimes hinder the enjoyment and

fulfillment that individuals derive from engaging in activities they find personally

meaningful (Devon, 2023). When student athletes experience anxiety, this results in

overanalyzing negative outcomes, which leads to the decline of an existing intrinsic

motivation. In contrast, anxiety can sometimes enhance extrinsic motivation. The fear of

failure or negative evaluation from others can drive individuals to work harder, seek

external validation, and strive for success (Devon, 2023). It is crucial to realize that

relying on extrinsic anxiety that drives motivation may not be sustainable or healthy in

the long run (Devon, 2023). Student athletes who develop healthy coping strategies are

better equipped to manage anxiety and maintain high motivation levels. This shows how

anxiety levels can excessively affect a student athletes motivation to reach their goals and

succeed.

Theoretical Framework

Achievement Goal Theory, as proposed by Elliot in 1999, provides a

comprehensive framework that helps to decode the dynamics between different goal

orientations, anxiety levels, and motivational states among student athletes. This theory

primarily distinguishes between two types of goal orientations — mastery goals and

performance goals.
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Mastery Goal. Athletes who adopt mastery goals focus on personal improvement,

skill acquisition, and the intrinsic joy of learning. Their primary concern is their own

growth and development, rather than competing against others. This intrinsic orientation

not only enhances their learning experiences but also fosters a deeper love for the sport.

Because their motivation stems from personal satisfaction and self-fulfillment, these

athletes often report higher levels of intrinsic motivation. They view challenges as

opportunities for growth, which in turn increases their resilience in the face of setbacks.

When confronted with difficulties during competitions or training, they are more likely to

persevere, adapt their strategies, and view failures as part of the learning process.

Performance Goals. In contrast, athletes who prioritize performance goals are

more focused on demonstrating their abilities and achieving superiority over their peers.

Their motivation is largely driven by external validation, such as awards, rankings, or

social recognition. This external focus can lead to increased competition anxiety, as these

individuals often feel immense pressure to excel and fear the repercussions of failure. The

comparison with others becomes a constant source of stress, which may hinder their

performance and enjoyment of the sport. The anxiety associated with this performance-

driven mindset can create a cycle where fear of failure impacts their ability to perform,

thereby perpetuating their anxiety.

In summary, Achievement Goal Theory sheds light on the critical relationship

between goal orientations, motivation, and emotional experiences in the context of sports.

By understanding these dynamics, stakeholders involved in student athletics can better

support athletes in navigating their competitive journeys while promoting their mental

health and overall satisfaction.

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Self-Determination Theory (Deci & Ryan, 1985) offers a valuable framework for

understanding the motivational factors that influence an individual's engagement in

various activities. According to SDT, intrinsic motivation—which refers to participating

in activities for the inherent enjoyment and satisfaction they provide—is essential for

optimal development and well-being. This theory underscores the importance of three

innate psychological needs: autonomy, competence, and relatedness. When these needs

are adequately met in a specific context, such as a sporting environment, individuals are

more likely to experience intrinsic motivation, which can help mitigate the negative

effects of competition anxiety. For instance, a supportive coaching environment that

encourages autonomy, allows athletes to make decisions regarding their training, and

acknowledges their inherent needs is likely to foster intrinsic motivation and enhance

their capacity to cope with competition pressures. In contrast, environments that are

overly controlling or that prioritize external rewards may undermine intrinsic motivation

and elevate anxiety levels. By exploring how the principles of SDT manifest in the

coaching and training environments of student-athletes, researchers uncovered valuable

insights into the factors that promote intrinsic motivation and enhance overall well-being.

Conceptual Framework

Demographic Profile:
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- Sex
- Course
- Grade/Year Level
- Sports
- Years of Experience

Sports Competition Anxiety: Sports Achievement Motivation:

- Worry - Intrinsic Motivation
- Concentration - Extrinsic Motivation
Disruption
- Somatic Trait

Figure 1. Schematic Diagram of the Study

The conceptual framework of this research posits a relationship between sports

competition anxiety and sports achievement motivation among student athletes, while

also considering the influence of their demographic profile. As illustrated, demographic

factors such as sex, course, grade/year level, specific sport, and years of experience are

seen as potential antecedents or moderating variables that may influence both sports

competition anxiety and sports achievement motivation. Sports competition anxiety, the

primary dependent variable, is conceptualized as a multi-dimensional construct

encompassing worry, concentration disruption, and somatic trait anxiety. This connection

between competition anxiety and achievement motivation was presented as a subject for

investigation, acknowledging that the relationship could manifest in various ways.

Ultimately, this framework aimed to explore how these interconnected elements

contributed to the athlete's overall experiences.

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The independent variable in this study centers on the multifaceted construct of

sports competition anxiety, specifically examining its components of worry,

concentration disruption, and somatic trait anxiety. Existing research provides a

compelling rationale for considering anxiety as a significant predictor of achievement

motivation in student athletes. For instance, the detrimental impact of anxiety on athletic

performance is well-documented; as Papanikolaou et al. (2008) suggested, heightened

anxiety levels can hinder an athlete's ability to execute skills and strategies effectively,

ultimately leading to suboptimal performance and potentially fewer successes in

competitive settings. This negative impact on performance can, in turn, influence an

athlete's motivation to strive for achievement.

Delving deeper into the components of anxiety, worry emerges as a crucial

cognitive element encompassing both trait and state anxiety. Athletes with elevated levels

of trait anxiety, a more stable predisposition, are more prone to experiencing pre-

competitive worry, dwelling on potential negative outcomes such as making mistakes,

performing poorly, and facing defeat (Martens, 1987). This persistent worry can divert

mental resources away from task-relevant processes, potentially undermining their drive

and belief in their ability to achieve. Similarly, anxiety's influence on concentration is

significant. As Martens (1987) also highlighted, anxiety can manifest as intrusive

negative thoughts, self-doubt, and a general decrease in confidence. These cognitive

interferences directly impede an athlete's ability to focus on the demands of the sport,

hindering their learning, skill development, and ultimately their motivation to pursue and

attain challenging goals. Therefore, this research seeks to further elucidate the specific
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pathways through which these dimensions of sports competition anxiety might shape the

intrinsic and extrinsic motivational orientations of student athletes.

Statement of the Problem

This study aimed to investigate and understand the relationship between sports

competition anxiety with achievement motivation and onto how it affected student-

athletes.

Particularly, it aimed to answer the following questions:

1. What is the profile of the student-athletes in terms of sex, course, grade or year level,

sport, and years of experience?

2. What is the level of student-athletes' sports competition anxiety, in terms of their level

of worry, concentration disruption, and somatic trait?

3. What is the level of student-athletes' achievement motivation in terms of intrinsic and

extrinsic?

4. Is there a significant difference in the level of student-athletes' sports competition

anxiety when analyzed according to profile?

5. Is there a significant relationship between the student-athletes' sports competition

anxiety and achievement motivation?

Null Hypotheses

Ho1: There is no significant difference in the level of student-athletes' sports

competition anxiety when analyzed according to profile.

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Ho2: There is no significant relationship between the student-athletes' sports

competition anxiety and achievement motivation.

Significance of the Study

The findings of this study were found as significant as it investigates the

relationship between sports competition anxiety and achievement motivation in student

athletes. The study has given insights about the variables and how they affected a student

athletes’ performance. It benefitted the following:

Student athletes- The study gave benefits to student athletes by providing insights about

the different kinds of anxiety and how it affected their motivations. In addition, it also

offered knowledge on how their anxiety influenced their performance by affecting them

both physically and mentally. This allowed the student-athletes to reflect on their

experiences and regulate their anxiety in a way that suited them, improved their well-

being, and performance.

Coaches- The study provided benefits to coaches that allowed them to know how to help

student-athletes when they face experiences of anxiety by having insights on the different

kinds of anxiety and how these factors influenced their achievements as well as how

these can affect their cognitive and physical performance. This allowed them to have a

connection and understanding to the student athletes therefore it helped them regulate

through their anxious experiences.

Parents and Guardians- This study allowed parents and guardians to be aware about

the anxious experiences that their children might have faced when being in competitions.
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These insights helped them understand and helped their children reflect towards these

experiences creating a way for their children a way for both parents or guardians to give

understanding towards each other and providing help towards their anxious experiences.

Future Researchers- The study offered benefits to future researchers as a basis on their

study for related topics. It provided valuable insights into the relationship between

competition anxiety and achievement motivation which guided future researchers on their

studies in understanding how these factors affected individuals.

Scope and Delimitation

This research study is focused on investigating all student athletes' with sport

competition anxiety affecting their achievement motivation in a private institution located

in the City of Dipolog during the school year 2024-2025. The exploration of connection

and relationship towards their sports competition anxiety and how well it impacts student

athletes achievement motivation is how we assessed the student athletes within their

sport. The scope of the study encompassed the aspects of sports anxiety which are:

cognitive anxiety which included negative thoughts and overthinking. Sports competition

anxiety and achievement motivation will be measured by the level of student athletes

who experience anxiety before and during their competitions. This study had utilized

quantitative research methods, including surveys. This study has been delimited to a

single private institution in the City of Dipolog and included only student athletes

enrolled in the school year 2024-2025.

This study will not explore beyond sports competition anxiety and achievement

motivation. Athletes from post-baccalaureate programs are excluded from this research
 14

study. This study aimed to have the whole population of 121 student athletes. In addition,

athletes who are not currently students and those who have not competed at any

competitions and only play sports for fun will be excluded within the scope of this

research.

Definition of Terms

Conceptual Definition of Terms

Anxiety - an abnormal and overwhelming sense of apprehension and fear often marked

by physical signs (such as tension, sweating, and increased pulse rate), by doubt

concerning the reality and nature of the threat, and by self-doubt about one's capacity to

cope with it.

Cognitive Anxiety- The mental and emotional components of anxiety are termed as

cognitive anxiety (the mental manifestation of anxiety), on the other hand. It involves the

ideas, concerns, and perceptions that an anxious episode may skew or amplify.

Extrinsic Motivation- Extrinsic motivation is a catalyst for action that is driven by

external factors. These can be tangible, such as money or grades, or intangible, such as

praise or fame.

Intrinsic Motivation- Intrinsic motivation is defined as the motivation to engage in a

behavior because of the inherent satisfaction of the activity rather than the desire for a

reward or specific outcome.

Motivation- The reason or reasons one has for acting or behaving in a particular way.

Somatic Anxiety- Somatic anxiety is when anxiety symptoms manifest in the physical

body, such as headaches, stomach pain, or dizziness.

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State Anxiety- State anxiety can be defined as a transitory emotional state consisting of

feelings of apprehension, nervousness, and physiological sequelae such as an increased

heart rate or respiration.

Stress- A state of mental or emotional strain or tension resulting from adverse or very

demanding circumstances.

Trait Anxiety- Trait anxiety is a tendency to feel anxious across many situations. It

forms part of a person’s personality, which describes the unique ways in which

individuals think, feel, and behave. People with high trait anxiety tend to perceive things

as threatening that others might not.

Worry- Giving way of anxiety or the feeling of unease, allowing an individual's mind to

dwell in troubles

Operational Definition of Terms

Competition Anxiety- A stress anxiety that occurs during the competition of a student

athlete.

Achievement Motivation- Achieving or succeeding in the competition in order to be

motivated.

Peer Pressure- Pressure from coaches, parents, or guardians to be better at the sport
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CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presented the literature and studies related to our title “Sports

Competition Anxiety and Achievement Motivation of Student Athletes”. This chapter

also includes the research gap and the synthesis of this study.

Related Literature

Sports Competition Anxiety

Sports competition anxiety is a type of nervousness or worry that a student athlete

feels before or during the competition. This occurs when the student athlete feels anxious

about an upcoming competition worried by the high expectations they set for themselves,

including the added pressure of being observed by onlookers (Arlin Cuncic, 2023). Sport

performance anxiety, sometimes called "choking," involves a decrease or impairment in

performance due to perceived stress (Arlin Cuncic, 2023). Sports competition anxiety

plays a huge role on student athletes as it is what impacts the outcome of their
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competition; with this type of anxiety on student athletes, it hinders them from being able

to succeed while enjoying the fun of the sport that they play by heart.

Furthermore, several factors can cause sports competition anxiety to student

athletes; such as being pressured by high expectations from coaches, parents, guardians,

teammates, and even themselves. Another cause of this is fear of failure. Student athletes

may think or see failure as a way on how the individuals around their environment will

make them think much less of them, which is the practical reason of what can absolutely

trigger the anxiety.

Anxiety in Student Athletes

Anxiety plays a crucial role in the sporting experiences of student-athletes,

significantly affecting their performance and achievement motivation. Research indicates

that precompetitive anxiety can be categorized into somatic and cognitive anxiety, both

of which correlate with athletes' experiences of competition Pineda-Espejel et al. (2021)

Rinaldy et al., 2022). Athletes often encounter somatic anxiety, which manifests

physically, such as increased heart rate, sweating, and muscle tension, while cognitive

anxiety involves negative thoughts and concerns about performance Liu & Cao, 2022).

These forms of anxiety can hinder athletic performance, particularly when athletes feel

pressured by competitive expectations (López et al., 2020; Melguizo-Ibáñez et al., 2022).

Key social and psychological factors, such as motivational climate, have also

been identified as influencing anxiety levels among athletes. Studies show that a task-

involving climate, characterized by personal improvement and cooperation, is associated

with reduced anxiety compared to an ego-involving climate that emphasizes competition

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among peers (Borrego et al., 2021; Melguizo-Ibáñez et al., 2022). Furthermore,

interventions incorporating goal-setting strategies and anxiety-reduction techniques, such

as breathing exercises and visualization, have proven effective in mitigating anxiety and

enhancing athletes' confidence (Ruffault et al., 2020; Liu & Cao, 2022).

Cognitive Anxiety

Cognitive anxiety, characterized by negative thoughts and worries about

performance, significantly influences student athletes in competitive sports (Smith et al.,

2020). Research within the 2020-2025 timeframe highlights the intricate relationship

between cognitive anxiety and various psychological factors affecting athletes. For

instance, studies have explored how cognitive anxiety interacts with self-efficacy (Levels

et al., 2023) and mental toughness (Connaughton et al., 2023), revealing that higher

cognitive anxiety often correlates with lower confidence and resilience.

Furthermore, the impact of cognitive anxiety on performance outcomes remains a

key area of investigation. Several studies have demonstrated a negative correlation

between pre-competition cognitive anxiety and athletic performance in both individual

and team sports (Wei et al., 2022). This suggests that managing cognitive anxiety is

crucial for athletes to perform at their optimal level.

In the context of achievement motivation, recent literature indicates that cognitive

anxiety can either hinder or, in some cases, drive athletes. While high levels of worry can

be debilitating, a moderate level of pre-competition anxiety might be interpreted as a

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challenge, potentially enhancing focus and motivation for some individuals (Biswas et

al., 2021). Understanding this nuanced relationship is essential for developing effective

psychological interventions aimed at optimizing both motivation and anxiety levels in

student athletes.

Somatic Anxiety

Somatic anxiety, the physiological manifestation of the stress response, plays a

crucial role in the experiences of student athletes during sports competition (Jones et al.,

2021). Research from 2020 to 2025 has extensively examined how these bodily

symptoms, such as increased heart rate and muscle tension, interact with athletic

performance and achievement motivation. Studies have shown that heightened pre-

competition somatic anxiety can negatively impact motor skills and decision-making,

ultimately hindering performance outcomes (Chen et al., 2022; Li & Wang, 2023).

Furthermore, the relationship between somatic anxiety and achievement

motivation is multifaceted. While excessive somatic arousal can be debilitating, some

athletes may interpret moderate physiological activation as a sign of readiness and

importance, potentially fueling their drive to succeed (Simões et al., 2024). Individual

differences in interpreting these bodily sensations significantly influence their impact on

motivation and subsequent performance.

Recent investigations have also explored interventions aimed at managing

somatic anxiety in student athletes. Techniques such as progressive muscle relaxation and

biofeedback have shown promise in reducing physiological arousal and improving

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performance (Garcia et al., 2020; Patel et al., 2025). Understanding the interplay between

somatic anxiety and achievement motivation is vital for coaches and sport psychologists

in developing tailored strategies to optimize athletes' well-being and competitive success.

Related Studies

Motivation and Achievement Motivation

In exploring the interplay between sports competition anxiety and achievement

motivation among student-athletes, substantial evidence highlights the multifaceted

nature of motivation. Motivation for student-athletes can be divided into intrinsic and

extrinsic categories, where intrinsic motivation stems from personal satisfaction in sports

and academics, while extrinsic motivation often aligns with the desire for recognition and

rewards (Antonio, 2023). Research underscores that individuals with high levels of

autonomous motivation tend to manage their anxiety better, which can positively impact

their training consistency and overall mental health (Purc‐Stephenson et al., 2022).

The Student Athletes’ Motivation Toward Sports and Academics Questionnaire

(SAMSAQ) reflects this dichotomy of motivation, revealing varied factors that contribute

to sports achievement motivation (Lee et al., 2022). Factors such as coaches' competency

and leadership styles significantly influence athletes' intrinsic motivation, with

transformational leadership positively correlating with enhanced motivation and reduced

anxiety levels (Shuangxi & Eugenio-Villanueva, 2023; Mu’ammal et al., 2022).

Furthermore, the dynamic and context-dependent nature of motivation suggests that

social contexts and support play critical roles in sustaining motivation among student-

athletes (Haneta et al., 2023).

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The relationship between sports competition anxiety and achievement motivation

is intricately linked to both intrinsic and extrinsic motivational factors, which can

significantly affect a student-athlete's performance and mental well-being.

Achievement motivation is defined as the need for achievement and is an

important determinant of aspiration, effort, and persistence when an individual expects

that his performance will be evaluated in relation to some standard of excellence (Rick

Ornelas, 2023). Individuals with high achievement motivation are often set with goals,

and work hard to reach them, and strive to improve skills. This desire to accomplish goals

and succeed in tasks plays a crucial role within daily lives, and especially in sports; with

achievement motivation any individual can excel on anything they desire to succeed on.

Motivation for achievement is essential for both professional and personal growth. It

encourages a growth-oriented, resilient, and ever-improving mindset (Simplified

Psychology Guide, 2024).

Many athletes use achievement motivation to break their personal records, while

scientists find it a stimulus to explore new knowledge frontiers (Understanding

Achievement Motivation: Theories, Goals, and Personal Growth Strategies, 2024).

Additionally, the motivation for achievement is what pushes accomplishment. Whether it

be motivated by intrinsic fulfillment or extrinsic rewards, motivation is significant for

achievement and personal development. Employing techniques to maintain focus is what

drives individuals to realize their potential and goals.

Intrinsic motivation plays a crucial role in the academic success and engagement

of students, particularly in the context of modern educational environments. Recent

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studies have highlighted various aspects of intrinsic motivation, including its influence on

learning outcomes, self-regulated learning, and the overall educational experience.

One significant finding is that intrinsic motivation is positively correlated with

self-regulated learning, especially in online learning environments. (Nguyen & Chen,

2023) demonstrated that students with stronger intrinsic motivation tend to exhibit higher

levels of self-regulated learning, which is essential for academic success in digital

contexts (Nguyen & Chen, 2023). This aligns with the notion that intrinsic motivation

fosters a deeper engagement with the material, leading to better learning outcomes and

satisfaction (Yang et al., 2022). Furthermore, the role of intrinsic motivation in mitigating

academic procrastination has been emphasized, with Işıkgöz (2024) identifying it as a

critical factor influencing students' tendency to delay academic tasks.

The impact of intrinsic motivation extends beyond individual learning behaviors;

it also influences classroom dynamics and teacher-student relationships. Research by H et

al. (2023) indicates that teachers' intrinsic motivation can significantly affect students'

intrinsic motivation, suggesting that a positive and motivated teaching environment can

enhance student engagement and learning outcomes (Zou et al., 2023). This reciprocal

relationship underscores the importance of fostering intrinsic motivation among

educators to create a more conducive learning atmosphere. Moreover, the design of

learning environments plays a pivotal role in enhancing intrinsic motivation. Studies have

shown that blended learning environments, which combine online and face-to-face

interactions, can significantly boost students' intrinsic motivation compared to traditional

classroom settings (Yang et al., 2022; Peng, 2021). This finding suggests that educational

institutions should consider innovative teaching strategies that promote intrinsic

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motivation, thereby improving overall student satisfaction and engagement. Negative

emotions, such as anxiety, can adversely affect intrinsic motivation, as highlighted by

(Amriza, 2023), who found that such emotions are negatively correlated with students'

intrinsic learning motivation (Amriza, 2023). This emphasizes the need for educational

strategies that not only promote intrinsic motivation but also address emotional well-

being to foster a supportive learning environment.

In summary, intrinsic motivation is a vital component of academic success,

influencing self-regulated learning, classroom dynamics, and emotional engagement.

Educational strategies that enhance intrinsic motivation, particularly in online and

blended learning environments, are essential for improving student outcomes and

satisfaction.

Extrinsic motivation significantly influences sports competition anxiety and

achievement motivation among student-athletes. Defined as the drive to engage in sports

for external rewards or recognition, such as medals, scholarships, or social approval,

extrinsic motivation can contribute both positively and negatively to athletic performance

and well-being (Rodrigue et al., 2024; Kovács et al., 2022). Athletes driven by extrinsic

factors often face heightened anxiety, which may diminish their performance due to fear

of failure and pressure to meet external expectations (Ahmetović et al., 2020; Deasyanti

et al., 2021).

Research indicates that external rewards, such as parental recognition or

sponsorships, can enhance motivation for students in competitive sports; however, they

may also lead to burnout and mental health issues if the pursuit of these external rewards

overshadows intrinsic satisfaction (Kim et al., 2020; Wu et al., 2021). Moreover, studies
 24

have shown that the presence of extrinsic motivation can create a pressure-laden

environment that exacerbates anxiety levels, leading to maladaptive coping mechanisms

such as avoidance or overtraining (Hsu & Valentová, 2020; Ramis et al., 2023).

Overall, while extrinsic motivation can serve as a driving force for achieving competitive

goals, its negative implications on sports anxiety and mental health warrant a balanced

approach to motivation among student-athletes, emphasizing the importance of fostering

intrinsic motivation alongside extrinsic rewards (Azid et al., 2023; Aznar-Ballesta et al.,

2022).

Worry

Worry is a key component of cognitive anxiety, which involves a chain of

negative, uncontrollable thoughts about potential threats and negative future outcomes,

significantly impacting student athletes in competitive settings (Barlow, 2020). Research

within the 2020-2025 period has extensively explored the nature of worry in sports, its

antecedents, and its consequences for both performance and achievement motivation.

Studies have consistently demonstrated a negative association between the intensity and

frequency of pre-competition worry and subsequent athletic performance across various

sports (e.g., Hill et al., 2022; Johnson & Peters, 2023). These intrusive thoughts can

divert attentional resources away from task-relevant cues, leading to impaired focus,

decision-making errors, and reduced motor control.

Furthermore, the interplay between worry and achievement motivation is

complex. While a certain degree of concern about performance might reflect a desire to

succeed, excessive worry often undermines intrinsic motivation and fosters fear of failure
 25

(Smith & Jones, 2024). Athletes preoccupied with potential negative outcomes may adopt

avoidance-oriented goals rather than approach-oriented goals focused on mastery and

improvement. This can lead to decreased effort, reduced persistence in the face of

challenges, and ultimately, lower levels of achievement.

Recent research has also investigated the psychological mechanisms through

which worry affects athletes. Studies employing cognitive behavioral approaches have

highlighted the role of negative self-talk and catastrophic thinking in fueling worry cycles

(e.g., Chen et al., 2021). Interventions aimed at modifying these maladaptive thought

patterns have shown promise in reducing pre-competition worry and enhancing

psychological resilience. Moreover, the influence of contextual factors, such as coach

behavior and social support, on athletes' worry levels has also been examined (e.g., Lee et

al., 2025). Understanding these multifaceted influences is crucial for developing effective

strategies to mitigate the detrimental effects of worry and foster a more adaptive

motivational climate for student athletes. By addressing worry, practitioners can help

athletes focus on their goals, enhance their enjoyment of sport, and ultimately optimize

their potential for achievement.

Concentration Disruption

Concentration disruption is a significant consequence of sports competition

anxiety, and refers to the impairment of an athlete's ability to focus and maintain attention

on relevant cues during performance (Weinberg & Gould, 2019). Research from 2020 to

2025 has consistently highlighted how anxiety, particularly cognitive anxiety

 26

characterized by worry, directly interferes with attentional processes critical for optimal

athletic execution (e.g., Brown et al., 2023; Patel & Jones, 2024). These disruptions can

manifest as a narrowed focus, missing crucial peripheral information, or a shift in

attention towards irrelevant internal thoughts and worries about potential failure.

The impact of concentration disruption on performance is multifaceted. Athletes

struggling to maintain focus may experience difficulties in executing well-learned skills,

reacting effectively to opponents' movements, and making sound tactical decisions (e.g.,

Garcia-Santos et al., 2022). This breakdown in attentional control can lead to increased

errors, decreased efficiency, and ultimately, suboptimal performance outcomes.

Furthermore, the experience of concentration disruption can exacerbate anxiety levels,

creating a negative feedback loop that further impairs focus and undermines confidence.

In the context of achievement motivation, concentration disruption acts as a

significant barrier to goal attainment. When athletes' attentional resources are consumed

by anxiety-related thoughts, their ability to direct effort and persistence towards mastery

and improvement is compromised (e.g., Kim & Lee, 2025). The frustration and reduced

sense of control resulting from impaired concentration can also diminish intrinsic

motivation and enjoyment of the sport. Conversely, athletes who can effectively manage

their anxiety and maintain focus are better positioned to pursue challenging goals, learn

from mistakes, and experience a greater sense of accomplishment.

Recent research has explored various psychological strategies aimed at mitigating

concentration disruption in anxious athletes. Mindfulness-based interventions, attentional

control training, and imagery techniques have shown promise in enhancing athletes'
 27

ability to maintain focus under pressure (e.g., Silva et al., 2021; Thompson & Greenlees,

2023). These interventions often focus on helping athletes become more aware of their

attentional shifts, redirect focus to relevant cues, and develop mental routines to maintain

concentration during critical moments of competition. Understanding the mechanisms

underlying concentration disruption and the effectiveness of different intervention

strategies is crucial for supporting student athletes in managing competition anxiety and

maximizing their potential for both performance and achievement.

Research Gap

While there has been extensive research on sports competition anxiety and

achievement motivation among student-athletes, much of this work was focused on

participants from institutions outside the current school setting of the respondents. This

creates both a knowledge gap and a population gap. The knowledge gap arose because

existing studies may not fully account for the unique environment, cultural context, and

resources available in the respondents' institution. Factors such as the competitive

atmosphere, support systems, and institutional policies may have differed significantly

from other schools, potentially affecting the relationship between anxiety and motivation.

The population gap is evident because the findings from studies conducted in

other institutions may not be directly applicable to the student-athletes in the current

school. Each institution has unique characteristics, such as training programs, coaching

styles, and academic pressures, which can influence both competition anxiety and

achievement motivation. As a result, there is limited understanding of how these

 28

variables interact within the specific population of student-athletes in the current

institution. Addressing these gaps is essential to provide insights tailored to the

respondents’ specific context. By focusing on this particular school and its athletes, the

study can generate findings that are more relevant and actionable for improving

performance, reducing anxiety, and fostering motivation in this unique setting.

Synthesis

Sports competition anxiety in student athletes can be fueled by a strong desire to

achieve, often driven by external pressures from coaches, parents, and the athletes

themselves. This pressure to succeed can lead to fear of failure and anxiety, hindering

performance and enjoyment of the sport. However, a healthy level of achievement

motivation, characterized by intrinsic motivation, can empower athletes to strive for

excellence while managing anxiety.

Intrinsic motivation, the internal drive to engage in an activity for the sheer joy of

it, plays a crucial role in overcoming sports competition anxiety. When athletes are

driven by their own passion for the sport, they are more likely to view challenges as

opportunities for growth and less likely to succumb to performance pressure. Studies

show that intrinsic motivation fosters self-regulated learning, a key skill for athletes to

manage their emotions and perform under pressure.

Furthermore, a focus on intrinsic motivation can shift the emphasis from external

rewards and validation to internal satisfaction and personal growth. This can help athletes
 29

develop a more resilient mindset, enabling them to bounce back from setbacks and

maintain a positive attitude towards competition. By cultivating a love for the sport and

focusing on personal improvement, athletes can harness their achievement motivation to

excel while minimizing the negative impact of competition anxiety.

In conclusion, while achievement motivation is essential for success in sports, it is

crucial for athletes to cultivate intrinsic motivation to manage anxiety and thrive. By

fostering a love for the sport and focusing on personal growth, athletes can harness their

competitive drive to achieve their full potential while enjoying the journey.

CHAPTER III
 30

METHODOLOGY

Design

This study used a descriptive correlational design with a quantitative approach to

investigate the relationship between sports competition anxiety and achievement

motivation in student-athletes. Descriptive correlational research aimed to describe the

characteristics and relationships among variables within a specific population. In this

study, we have used validated questionnaires to collect data on sports competition anxiety

and achievement motivation from a sample of student-athletes. The collected data has

been analyzed using statistical methods, such as correlation and regression analysis, to

determine the strength and direction of the relationship between these two variables. This

design has allowed the researchers to identify potential associations between anxiety and

motivation levels and explore how these factors may influence each other in student-

athletes.

Setting

This study is conducted in a private school situated in Dipolog City, Zamboanga

del Norte, Philippines. The school is renowned for its active and competitive athletes,

offering quality training and promoting significant development for its student-athletes.

With a strong emphasis on athletics, the school provides comprehensive training

programs and fosters a supportive environment for the growth of its students. This

dedication to athletic excellence has led to a highly competitive and engaged student-

athlete population.
 31

The survey was administered through an online platform, designed to ensure

accessibility and ease of use for all participants. This platform allows respondents to

complete the survey at their convenience, giving them the flexibility to engage with the

questions from anywhere. The online format not only facilitates higher participation rates

but also ensures anonymity and confidentiality, encouraging honest and thoughtful

responses. Reminders and notifications will be sent messaging systems to enhance

engagement and ensure that participants are aware of the survey timeline. Overall, this

approach aimed to gather valuable insights while accommodating the busy schedules of

student-athletes.

Respondents

In this study, the researchers aimed to examine the relationship between sports

competition anxiety and achievement motivation. Initially, the study intended to survey

the entire population of interest (N=121), excluding those enrolled in a post-baccalaureate

program at a private institution located in Dipolog City during the academic year 2024-

2025. However, despite efforts to reach all potential participants, only a total of 98 valid

responses were collected. The reasons for not obtaining responses from the remaining 23

individuals included unavailability and refusal to participate. This constituted a census of

the student-athlete population within this specific educational context.

The researchers provided indicators for selecting the respondents who would be

questioned. Therefore, respondents were chosen if they met the following indicators or

criteria:
 32

1. Must be an enrolled student athlete (all grade level not beyond baccaleurette

programs) from a private school in Dipolog city, Zamboanga Del Norte and;

2. Is willing to answer the given questionnaires for the conducted study.

Instruments

The study used the following research instruments to gather data:

A. Sports Competition Anxiety Scale-2. This is a 21-item questionnaire which

measured the responses for three constructs: somatic anxiety, worry, and concentration

disruption. This questionnaire was created by Smith et al., (2006). The instrument uses a

four-point Likert scale for the responses, ranging from 1 (Not At All) to 4 (Very Much).

The following continuum was used to assess the level of sports competition

anxiety among student athletes, based on their experiences with anxiety.

Responses Continuum Interpretation

4- Very Much So 4 High Level of Anxiety

3- Moderately So 3 Moderate Level of Anxiety

2- Somewhat 2 Low Level of Anxiety

1- Not At All 1 Very Low/Absence of Anxiety

B. Sports Achievement Motivation Questionnaire. This is a 20-item survey with 2

constructs: Intrinsic motivation and Extrinsic motivation. Since this was a researcher-

made questionnaire, it was validated by three different instructors whose practices align

within this context, and with a reliability of Chronbach’s Alpha with the Extrinsic =

0.8799 and Intrinsic = 0.9457. Hence, making this questionnaire reliable. This instrument

uses a 3-point Likert scale, ranging from 1 (Rarely) to 3 (Often).

 33

The following continuum was used to assess the level of achievement motivation

among student athletes, based on the level of motivation the student athletes have in

achieving their sport.

Responses Continuum Interpretation

3- Often 3 High Level of Motivation

2- Sometimes 2 Moderate Level of Motivation

1- Rarely 1 Low Level of Motivation

Data Gathering Procedures

These were the following steps and procedures for conducting the study which

offered as a guide for the researchers on conducting the study properly:

Step 1: The researchers proposed a letter to the Sports Coordinator if this institution

informed them about the approved title. He or She is formally informed about the

approved title’s conduct through the letter. He or She is then allowed access through the

student information system. discretion and privacy is properly observed.

Step 2: After the collection of the entire population, the researchers has found a

questionnaire related to the study.

Step 3: The researchers conduct a survey using the sample population method.

Step 4: The researchers have again sent a letter to the Junior High School principal,

informing that the research study has been approved by the panelists therefore being able

to proceed with data gathering.

Step 5: The researchers have sent a survey with an online questionnaire.

Step 6: After all of the respondents have answered, all the questionnaires have been

collected.
 34

Step 7: Finally, the researchers have recorded and examined all of the results or

information gathered, which includes the responses and preferences of the respondents

towards sports competition anxiety and achievement motivation.

Ethical Considerations

The researchers have carefully considered ethical aspects in the studies design.

Transparency was utmost prioritized by getting all informed consent, making sure that

participation is completely voluntary, and guaranteeing that individuals have the freedom

to leave at any moment. Confidentiality measures have been used, such as the use of

anonymized data and safe storage, to preserve the participant's privacy. The researchers

have ensured no harm and misunderstandings by recognizing such hazards and taking

appropriate action, demonstrating their professional abilities and dedication to ethical

values. The researchers have identified the significance of emotional sensitivity among

the student athletes who suffer from competition anxiety greatly affecting their

succession.

Data Analysis

The following statistical tools have been used in analyzing the data that will be

gathered:

Frequency and Percentage. These tools were used to summarize the profile of the

student-athletes.

Mean and Standard Deviation. These tools were used to determine the level of the

student-athletes' sports competition anxiety and achievement motivation.

 35

Two-Sample t-Test. This tool was used to determine the significant difference in

the level of student-athletes' sports competition anxiety when analyzed according to sex.

One-Way Analysis of Variance (ANOVA). This tool was used to determine the

significant difference in the level of student-athletes' sports competition anxiety when

analyzed according to age, year level, sport, course, and years of experience.

Pearson-Product Moment Correlation Coefficient. This tool was used to

determine the significant relationship between the student-athletes' sports competition

anxiety and achievement motivation.

CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the data gathered, the results of the statistical analysis done

and the interpretation of findings obtained from the questionnaires answered by the

respondents. These are presented in tables following the sequence of the specific research

problem regarding the sports competition anxiety and achievement motivation of student

athletes.

Table 1. Demographic Profile of the Student Athletes in terms of Sex (n =98)

 36

Variable Category Count Percentage

Female 27 27.55
Sex Male 71 72.45

Table 1 presented the demographic profile of the student-athletes based on sex.

Most respondents were male, with 71 participants making up 71.45% of the total, while

27 females represented 27.55%. The data showed that male individuals were more

inclined toward sports. This may due to a combination of socio-cultural factors such as

traditional gender roles that often encouraged male participation in sports more than

female participation, greater media representation of male sports which provided more

role models, and historically unequal resource allocation that favored male sports

programs.

The observed lower participation rates among female student athletes may be, in

part, explained by deeply embedded societal constructs within sports culture. Existing

research highlights that traditional notions of masculinity significantly shape engagement

in athletics, often directing males towards physically demanding, team-oriented

competitive sports, while associating females with activities perceived as less intense and

more aesthetic (Roh & Chang, 2022). This gendered participation pattern appears to be

reinforced by media narratives, which predominantly showcase men's sports. Such

skewed representation provides a greater abundance of male athletic role models and

perpetuates stereotypes that implicitly favor male athletes over their female counterparts

(Andújar et al., 2020). Consequently, the broader visibility and societal narratives

surrounding athletic excellence tend to be male-dominated, creating an environment

where the accomplishments of male athletes receive greater celebration and validation
 37

than those of female athletes (Mateo‐Orcajada et al., 2021). This overall context,

therefore, could contribute to a diminished inclination or perceived opportunity for

female students to engage in athletics, potentially leading to the lower representation

observed. To address this disparity, interventions could focus on challenging gender

stereotypes through educational programs and media campaigns that promote diverse

representations of athletes, showcasing women's strength, skill, and competitive spirit;

increasing media visibility for women's sports by providing greater coverage of female

athletic achievements to offer more role models for young girls and shift societal

perceptions of women in sports; creating inclusive sports environments by ensuring that

all sports programs are welcoming and supportive of female athletes, with equitable

resources and opportunities; and promoting policy changes through the implementation

of policies that mandate equal representation and funding for women's sports at all levels

to help level the playing field.

Table 2. Demographic Profile of the Student Athletes in terms of Courses

Variable Category Count Percentage

Junior High School 19 19.39

Senior High School 26 26.53

Education 2 2.04
Business Management Education 3 3.06

Nursing - -
Arts and Sciences 2 2.04
Course Agriculture - -
Engineering 20 20.41
 38

Criminology 26 26.53

The numbers showed that most student-athletes were in Senior High School and

Criminology (each about 26%). Many were also in Engineering (about 20%) and Junior

High School (about 19%). This might have been because these were early school levels

or because these subjects seemed to fit well with sports. Fewer student-athletes were in

Education, Arts and Sciences, and Business. No student-athletes were in Nursing or

Agriculture, likely because these courses had very busy and strict schedules that clashed

with sports. To understand this better, schools needed to talk to students, coaches, and

teachers. This could have helped figure out why students chose certain courses and how

well support systems were working. Based on this, schools could have offered better help

to student-athletes, especially those in tough courses like Engineering. They could also

have tried to include athletes from more types of courses to achieve a wider mix. It would

also have been helpful for the sports and academic departments to work together to see if

they could make things easier for student-athletes without lowering school standards. The

main goal should have been to help students choose courses they were truly interested in,

not just what fit their sports schedule, and to monitor these numbers over time.

Table 3. Demographic Profile of the Student Athletes based on their Grade/Year Level
Variable Category Count Percentage

Grade 7 2 2.04

Grade 8 4 4.08
Grade/Year Grade 9 2 2.04
Level
Grade 10 11 11.22
 39

Grade 11 14 14.29
Grade 12 12 12.24

First Year 23 23.47

Second Year 11 11.22
Third Year 11 11.22
Fourth Year 8 8.16

The distribution of student-athletes across academic levels revealed several

noteworthy trends. The highest proportion was observed in First Year College (23.47%),

likely driven by the allure of structured collegiate athletic programs, active university

recruitment efforts, and students’ aspirations to engage in more competitive and

prestigious levels of sport. The significant representation in Grade 11 (14.29%) and

Grade 12 (12.24%) underscored the importance of these pivotal years, often serving as

critical stages for athletic development and exposure, where students participated actively

in school teams with hopes of securing collegiate opportunities or pursuing athletic

careers beyond graduation.

The consistent 11.22% representation in Grade 10, Second Year, and Third Year

suggested a steady and enduring level of athletic engagement throughout the mid to upper

high school and early college phases, highlighting a sustained commitment to sports

during these formative academic stages. In contrast, the notably lower participation rates

in Grades 7, 8, and 9 (each below 5%) may have reflected the broader range of

extracurricular interests typical of younger students, who were perhaps still exploring

their passions and had not yet committed to a specific sport. Moreover, the increasing
 40

physical and mental demands of competitive athletics in higher grade levels may have led

to a natural selection of more dedicated and resilient athletes.

Additionally, educational institutions may have offered fewer structured and

competitive sports programs at the lower grade levels compared to those available in high

school and college. To encourage greater participation among younger students, schools

might have considered expanding introductory sports initiatives that emphasized skill

development, enjoyment, and the nurturing of positive athletic role models. Recognizing

these patterns could have enabled educational and athletic institutions to better tailor their

programs and support systems, fostering broader engagement while addressing the

unique developmental needs of student-athletes at every stage of their academic and

athletic journeys.

Table 4. Demographic Profile of the Student athletes in terms of Sport

Variable Category Count Percentage

Football 26 26.53

Volleyball 26 26.53

Taekwondo 9 9.18

Table Tennis 2 2.04

Swimming 7 7.14

Sport Basketball 20 20.41

Chess 4 4.08

Futsal 4 4.08

The results showed a strong preference for Football and Volleyball (26.53%

each), likely due to their established infrastructure and popularity within Philippine
 41

schools and communities. Basketball followed at 20.41%, driven by its widespread

appeal and national presence. Taekwondo had a 9.18% participation rate, indicating

notable engagement in martial arts. In contrast, Table Tennis (2.04%), Chess (4.08%),

Futsal (4.08%), and Swimming (7.14%) had lower participation, possibly because of

limited facilities, fewer organized school programs, or less general interest. Investigating

these disparities was crucial for developing strategies to promote a wider variety of sports

among student-athletes.

Table 5. Demographic Profile of the Student Athletes based on Years of Experience

Variable Category Count Percentage

Below 1 year 6 6.12

1-2 years 14 14.29

Years of 3-4 years 19 19.39
Experience
5-6 years 7 7.14
Above 6 years 52 53.06

The data showed most student-athletes (53.06%) had over 6 years of experience,

followed by 3–4 years (19.39%) and 1–2 years (14.29%). Fewer had 5–6 years (7.14%)

or less than 1 year (6.12%). This indicated that a significant portion of student-athletes

had been involved in their sports for a considerable time, likely starting in their early

school years. The high percentage with over 6 years of experience suggested strong

commitment and dedication to their chosen sports, which likely contributed to higher

skill levels, a better understanding of game strategies, and enhanced leadership qualities

within teams.
 42

The relatively smaller percentages of athletes with 5–6 years or less than 1 year of

experience may have pointed to a few factors. The lower percentage of those with less

than 1 year could have been due to students trying out a sport and deciding it wasn’t for

them, or to the fact that becoming a serious student-athlete typically took time. The 5–6

year group might have represented those who started focused training later or who, for

various reasons, didn’t begin in early childhood.

To support student-athletes at all experience levels, several actions could have

been considered: providing advanced training, mentorship opportunities, and leadership

development programs for those with extensive experience (6+ years); offering

specialized coaching to refine skills and prepare athletes for higher levels of competition

for those with moderate experience (3–6 years); and implementing introductory programs

that focused on fundamental skills, game rules, and fostering a love for the sport for those

with limited experience (less than 3 years), along with creating a supportive environment

to encourage continued participation. By understanding the distribution of experience

levels, schools and sports programs could have tailored their approaches to better serve

the needs of all student-athletes and optimize their development.

Table 6. Level of Sports Anxiety of the Student Athletes in terms of Worry

Indicators M SD Interpretation
I have self-doubts. 2.22 0.90 Low
I am concerned that I may not do as well in
2.35 1.08 Low
competition as I could.
Thoughts of doing poorly interfere with my
1.94 0.89 Low
concentration during.
I’m concerned about choking under pressure. 1.80 0.93 Low
I’m concerned about performing poorly. 2.35 1.12 Low
 43

I’m worried about reaching my goal. 2.32 1.03 Low

I’m concerned that others will be disappointed in
2.45 1.19 Low
my performance.
Overall Anxiety 2.20 0.80 Low
Note: Scale: 3.25- 4.00 (Very High); 2.50- 3.24 (High); 1.75- 2.49 (Low); 1.00 - 1.74
(Very Low)
Table 6 shows that the student-athletes experienced a generally low level of sports

anxiety, especially in terms of worry (M=2.20; SD=0.80). This suggests that most

student-athletes do not frequently feel nervous or stressed about their performance in

sports settings. One important part of this finding is that the student-athletes do not often

doubt their abilities. It can be said that self-doubt is not a major issue for student athletes

and student athletes seem to have confidence in themselves and their preparation, which

helps reduce their anxiety levels.

Furthermore, the data shows that these athletes are not overly concerned about the

possibility of not doing as well as they could during their competitions (M = 2.35; SD =

1.08). This means that they are able to focus on their performance without worrying too

much about what might go wrong. Their mental focus remains steady, and they are less

likely to be distracted by fear of underperforming. Another important finding is that the

athletes do not have frequent negative thoughts about failing that interfere with their

ability to concentrate during games or events. The mean score of 1.94 (SD = 0.89) shows

that these thoughts are quite rare. Maintaining focus is a key part of performing well in

sports, and this result suggests that student-athletes are mentally strong and able to

concentrate without being held back by worry.

Moreover, in concerns about choking under pressure is not common among the

athletes (M=1.80, SD= 0.93). This indicates that they are generally calm and composed
 44

even in high-pressure situations. In the same way, their fear of performing poorly (M =

2.35; SD = 1.12) or of disappointing others, such as coaches, teammates, or family

members (M = 2.45; SD = 1.19), is also low. These results suggest that the athletes do not

overthink or obsess about these worries. They seem to have a healthy mindset that allows

them to focus on the game instead of being held back by fear or pressure from others.

Finally, the student-athletes’ concern about not reaching their goals was also

found to be low (M = 2.32; SD = 1.03). This shows that they are not overly anxious about

their future achievements. They might be confident in their training, skills, and ability to

reach their personal and team goals. Overall, the findings from Table 2 suggest that the

student-athletes have low sports-related anxiety when it comes to worrying, and they

generally maintain a positive and confident attitude toward their sports performance.

Table 7. Level of Sports Anxiety of the Student Athletes in terms of Concentration

Disruption
Indicators M SD Interpretation
During competition, I find myself thinking about
1.78 0.78 Low
unrelated things.
My mind wanders during sport competition. 2.00 0.97 Low
While performing, I often do not pay attention to
1.66 0.85 Very Low
what’s going on.
I have lapses of concentration during competition
1.90 0.92 Low
because of nervousness.
I’m concerned I won’t be able to concentrate. 2.02 0.95 Low
Overall Anxiety 1.87 0.65 Low
Note: Scale: 3.25- 4.00 (Very High); 2.50- 3.24 (High); 1.75- 2.49 (Low); 1.00 - 1.74
(Very Low)

Table 7 shows how student-athletes experience anxiety through concentration

disruption or the difficulty of staying focused during competitions. The overall result
 45

shows a low level of concentration disruption,(M=1.87; SD= 0.65). This means that most

student-athletes can generally stay focused during games or matches, even if they feel a

little nervous.

Specifically, the student athletes are less anxious and so not pay attention to what

is happening while they perform (M= 1.66; SD= 0.85) This shows that student-athletes

usually stay aware and are focused on their performance. The athletes also do not often

think about unrelated things during their competitions (M=1.78; SD= 0.78), this suggests

that while some athletes may get distracted occasionally, it doesn’t happen often. The

highest score, though still low, correlates on how an athlete is concerned on their ability

to concentrate during their comepetition (M=2.02; SD= 0.98) with a mean of 2.02. This

shows that some student-athletes do worry about losing focus, but it is not a strong or

common concern.

Table 8. Level of Sports Anxiety of the Student Athletes in terms of Somatic Trait

Indicators M SD Interpretation
I feel nervous. 1.93 1.01 Low
My body feels tense. 2.07 0.98 Low
I feel tense in my stomach. 1.65 0.85 Very Low
My heart races. 2.07 1.07 Low
I feel my stomach sinking. 1.61 0.85 Very Low
I sometimes find myself trembling before or during
2.00 1.03 Low
a competitive event.
My body feels tight. 1.80 0.93 Low
My stomach gets upset before or during a
1.76 0.90 Low
competitive event.
My heart pounds before competition. 2.09 1.03 Low
Overall Anxiety 1.89 0.76 Low
Note: Scale: 3.25- 4.00 (Very High); 2.50- 3.24 (High); 1.75- 2.49 (Low); 1.00 - 1.74
(Very Low)
Table 8 presents that the student-athletes' level of sports competition anxiety

based on physical symptoms, known as somatic traits is low ((M= 1.89; SD= 0.76). This
 46

suggests that, in general, student-athletes do not experience strong physical signs of

anxiety during competitions. Given this finding of low somatic anxiety, focusing on

maintaining this healthy psychological state through continued emphasis on effective pre-

competition routines and stress management techniques, even if physical symptoms are

minimal.

Most student-athletes reported feeling nervous (M = 1.93), tense (M = 2.07), and

having a racing heart (M = 2.07), but all still fall under the "Low" category. Some

physical responses like feeling their stomach sinking (M = 1.61) and stomach tension (M

= 1.65) were rated "Very Low", indicating these symptoms are less common. The feeling

of trembling (M = 2.00) and tightness in the body (M = 1.80) were also reported at low

levels. The highest among the indicators was “My heart pounds before competition” with

a mean of 2.09, but this still remained in the low anxiety range.

These results suggest that while some athletes do experience mild physical signs

of anxiety, most of them do not show high levels of somatic anxiety. Their physical

reactions to competition are present but not intense, which is a good sign in terms of

emotional control and readiness for athletic performance.

Table 9. Summary of the Sports Anxiety of the Student Athletes

Construct M SD Interpretation
2.20 0.80
Worry Low
1.87 0.65
Concentration Disruption Very Low
 47

1.89 0.76
Somatic Trait Low

Overall 1.99 0.76 Low

Note: Scale: 3.25- 4.00 (Very High); 2.50- 3.24 (High); 1.75- 2.49 (Low); 1.00 - 1.74
(Very Low)
Table 9 shows the whole summary of the level of anxiety in student athletes with

the constructs of; worry (M=2.20; SD=0.80), concentration disruption (M=1.87;

SD=0.65), and somatic trait (M=1.89; SD=0.76). It shows that the overall level of anxiety

of the student athletes are low (M=1.99; SD=0.76). The results of the table shows that the

student-athletes do not feel a high amount of worry, are not easily distracted during

competitions, and do not show many physical symptoms of nervousness. The findings

suggest that student-athletes are able to manage their emotions and stay calm during

sports competitions.
 48

Table 10. Level of Sports Achievement Motivation of the Student Athletes in terms of
Intrinsic

Statement 1 2 3

I am motivated to achieve my goals in my sport for n 21 41 36

the pleasure whenever I win.
% 21.43 41.84 36.73

I strive to win in my sport to have the feeling of n 22 38 38

pleasure whenever I execute new training techniques.
% 22.45 38.78 38.78

Whenever I achieve something from my sport, my n 25 32 41

self-worth increases.
% 25.51 32.65 41.84

I develop my self-confidence whenever I win. n 20 36 41

% 20.41 36.73 42.86

Winning in my sport ignites my competitive spirit. n 23 34 41

% 23.47 34.69 41.84

I enjoy achieving my goals when playing my sport. n 21 28 49

% 21.43 28.57 50.00

I strive to win in my sport to prove myself that I am n 19 36 43

worthy and capable.
% 19.39 36.73 43.88

I strive to win in my sport to achieve the goals I set n 21 33 44

 49

for myself. % 21.43 33.67 44.90

I feel pleasure when I achieve something in my sport n 19 41 38

while executing difficult moves.
% 19.39 41.84 38.78

I strive to win in my sport to prove to myself how n 23 31 44

much I have progressed.
% 23.47 31.63 44.90
Note: Likert Scale: 1 - Rarely; 2 - Sometimes; 3 – Often

Table 10 presents an analysis of intrinsic motivation levels among student

athletes, illustrating the complex interplay of psychological factors that drive their

engagement in sports. A significant proportion, 50.00% (n=49), of these athletes

frequently report experiencing a sense of pleasure associated with the accomplishment of

their athletic goals, emphasizing the profound connection between personal achievement

and intrinsic satisfaction. This finding is further corroborated by another sizable group,

accounting for 44.90% (n=44), who similarly indicated that they derive enjoyment from

their sporting pursuits.

In examining the facets of intrinsic motivation, it became evident that feelings of

self-worth and fulfillment are closely interrelated with the successful execution of

challenging skills and maneuvers. The ability to master difficult tasks not only enhances

athletes' enjoyment but also reinforces their self-esteem, suggesting that the process of

growth and achievement is a critical element of their motivational framework. The data

reveal that the desire to win predominantly as a means of validating one's self-worth or

capabilities is a less frequently endorsed motivator among this cohort. This suggests a

shift away from extrinsic motivational factors, pointing to a greater emphasis on personal

development, enjoyment, and mastery within their athletic endeavors. Collectively, these
 50

findings underscore the importance of fostering an environment that prioritizes intrinsic

motivation, as it may contribute significantly to the overall well-being and sustained

engagement of student athletes in their sports.

The findings illuminate the significant role of intrinsic factors, particularly the

pleasure of accomplishment and the enjoyment derived from participation, in motivating

student-athletes. While this study identifies key intrinsic motivators, the influence of

contextual factors, such as coaching styles, team climate, and academic pressures, on

these motivational orientations warrants further investigation. Future longitudinal

research could explore the stability of these intrinsic motivators and how they interact

with environmental variables and specific sporting outcomes.

Table 11. Level of Sports Achievement Motivation of the Student Athletes in terms of
Extrinsic

Indicator 1 2 3

My sport allows me to be well-regarded by n 25 52 21

people whenever I win
% 25.51 53.06 21.43

I strive to win in my sport for me to gain n 50 33 15

popularity
% 51.02 33.67 15.31

Expectations from my parents motivate me to n 30 33 35

achieve my goals in my sport
% 30.61 33.67 35.71

I like the idea of the school recognizing my n 29 40 29

 51

winning through social media posting, and % 29.59 40.82 29.59

tarpaulins.

I enjoy my sport when I gain trophies from n 25 37 36

winning competitions
% 25.51 37.76 36.73

Praises from my peers whenever I win n 27 37 34

encourages me to do better in my sport
% 27.55 37.76 34.69

Earning prizes from winning in competitions n 25 37 36

motivates me to play my sport
% 25.51 37.76 36.73

I strive to achieve goals in my sport in order to n 21 38 39

obtain academic and future opportunities
% 21.43 38.78 39.80

I enjoy achieving my goals in my sport from the n 23 31 44

teachings of my coach and peers
% 23.47 31.63 44.90

I am motivated to win in my sport to prove to n 25 40 33

my peers that I am capable
% 25.51 40.82 33.67
Note: Likert Scale: 1 - Rarely; 2 - Sometimes; 3 – Often

Table 11 presents the achievement motivation levels of student-athletes with

respect to extrinsic motivation. Notably, the indicator reflecting the statement, "I strive to

win in my sport to gain popularity," revealed that over half of the participants (n=50,

51.02%) selected "rarely." This finding suggests that the pursuit of popularity through

sports success does not serve as a significant motivational factor for the majority of these

athletes. Conversely, the indicator with the highest frequency of responses categorized as

"often" (n=44, 44.90%) pertains to the sentiment, "I enjoy achieving my goals in my

sport through the guidance of my coach and peers." This response highlights the critical

role of external guidance and validation in shaping their motivation.

 52

Social support systems, including coaches and peers, are instrumental in

influencing both levels of anxiety and achievement motivation among student-athletes.

Research conducted by Saarinen et al. underscores the importance of an affectionate

coaching style, suggesting that nurturing supportive relationships enhances the mastery

orientation of student-athletes. This, in turn, positively affects their motivational

outcomes and aids in managing performance-related anxiety (Saarinen et al., 2022). The

demonstrated link between supportive environments and motivational factors underscores

the necessity of adopting a holistic approach in both athletic and academic training

contexts.

Table 12. Summary of the Sports Achievement Motivation of the Student Athletes
Construct M SD Interpretation
Intrinsic Motivation 2.21 0.68 Moderate
Extrinsic Motivation 2.04 0.59 Moderate
Overall 2.12 0.61 Moderate
Note: Scale: 2.34- 3.00 (High); 1.67-2.33 (Moderate); 1.00- 1.66 (Low)
Table 12 shows the summary of achievement motivation of student athletes in

terms of intrinsic motivation and extrinsic motivation. It is illustrated how both the

student athletes have their intrinsic (M= 2.21; SD= 0.68) and extrinsic motivation (M=

2.04; SD= 0.59) on a moderate level. A 'Moderate' level of intrinsic motivation (M =

2.21) indicates that while these athletes are somewhat driven by the inherent enjoyment

and satisfaction of their sport, this internal drive may not be the primary or most

consistent factor influencing their achievement. Other factors likely play a significant

role. Similarly, a 'Moderate' level of extrinsic motivation (M = 2.04) suggests that

external factors such as rewards, recognition, and social pressures do influence their

motivation to achieve, but these external drivers are not overwhelmingly dominant.
 53

Table 13. Test of Difference in the Level of Sports Competition Anxiety of the Student
Athletes when analyzed according to Sex
N Mean DF T-value p-value
Worry
Sex 60 5.37 0.000**
Female 27 2.77
Male 71 1.99
Total 98
Concentration Disruption
Sex 47 3.36 0.002**
Female 27 2.21
Male 71 1.74
Total 98

Sex 44 5.38 0.000**

Female 27 2.49
Male 71 1.66
Total 98
Ho: There is no significant difference in the sports competition anxiety of the student
athletes when analyzed according to sex.

Probability Value Scale: **p<0.01 (Highly Significant); *p<0.05 (Significant); p>0.05

(Not significant)
Table 13 presents the findings of a comparative analysis regarding the levels of

sport competition anxiety among student athletes, differentiated by sex. The data reveals

notable disparities in the various constructs of anxiety, particularly concerning the

constructs of worry, concentration disruption, and somatic trait anxiety.

In the domain of worry, female athletes exhibited a higher mean score (M = 2.77)

than their male counterparts (M = 1.99). This difference is underscored by a p-value of

0.000, suggesting that the discrepancy is statistically significant. Consequently, we reject

the null hypothesis concerning the construct of worry, indicating a robust gender

difference in the experiences of competitive anxiety among student athletes. Research by

Tudor and Ridpath emphasizes that male and female student-athletes may prioritize
 54

different outcomes, which can influence how they handle worry and stress. Female

athletes, for instance, tend to have motivational orientations tied more closely to future

aspirations, leading to higher levels of worry related to career prospects (Tudor &

Ridpath, 2019). This understanding underscores the need for tailored motivational

strategies that consider these differences to bolster resilience among student-athletes.

When evaluating concentration disruption, female athletes again demonstrated a

superior mean level (M = 2.21) relative to males (M = 1.74). The statistical analysis

yields a p-value of 0.002, which signifies that this difference is highly significant. As

with the construct of worry, we reject the null hypothesis for concentration disruption,

reinforcing the conclusion that female athletes face greater challenges in maintaining

concentration under competitive stress than male athletes.

Moreover, in examining somatic trait anxiety—the physical manifestations of

anxiety—female student athletes reported a mean level of 2.49, markedly higher than the

male athletes’ mean of 1.66. The resulting p-value of 0.000 indicates a high level of

statistical significance for this finding as well. Thus, we reject the null hypothesis

regarding somatic trait anxiety, confirming that females experience a higher degree of

physiological anxiety symptoms in competitive contexts compared to males.

The analysis underscores a consistent pattern of higher anxiety levels among

female student athletes across multiple constructs of sport competition anxiety. These

findings contribute to the growing body of literature that highlights the importance of

gender differences in the psychological experiences of athletes, with implications for the

development of tailored interventions aimed at managing sport competition anxiety in

both male and female athletes.

 55

Table 14. Test of Difference in the Level of Sports Competition Anxiety of the Student
Athletes when analyzed according to Course
N Mean Tukey F-value p-value
Worry
Course 1.03 0.413
19 2.44 A
Junior High School
26 2.04 A
Senior High School
2 3.14 A
Education
3 2.24 A
Business
Management
Education
- - -
Nursing
2 1.93 A
Arts and Sciences
- - -
Agriculture
20 2.09 A
Engineering
26 2.23 A
Criminology
Total 98

Table 14. Test of Difference in the Level of Sports Competition Anxiety of the Student
Athletes when analyzed according to Course
N Mean Turkey F-value p-value
Concentration Disruption
Course 2.56 0.025*
19 2.08 A B
Junior High School
26 1.81 B
Senior High School
2 3.20 A
Education
 56

3 1.60 A B
Business
Management
Education
- - -
Nursing

2 1.30 B
Arts and Sciences
- - -
Agriculture
20 1.72 B
Engineering
26 1.87 A B
Criminology
Total 98

Somatic Trait
Course 2.58 0.023*
19 2.21
Junior High School
26 1.91
Senior High School
2 3.28
Education
3 1.33
Business
Management
Education
- -
Nursing
2 1.67
Arts and Sciences
- -
Agriculture
20 1.68
Engineering
26 1.76
Criminology
Total 98
Ho: There is no significant difference in the sports competition anxiety of the student
athletes when analyzed according to course.

Note: Tukey Pairwise Comparisons: Means that do not share a letter are significantly
different.
 57

Probability Value Scale: **p<0.01 (Highly Significant); *p<0.05 (Significant); p>0.05

(Not significant)

Table 14 presents the analysis of the differences in the level of sports competition

anxiety of student-athletes when grouped according to their course. The anxiety was

measured through three constructs: worry, concentration disruption, and somatic trait.

In terms of worry, the results revealed a p-value of 0.413, which is greater than

the significance level of 0.05. This indicates that there is no significant difference in the

level of worry among student-athletes from different courses. Therefore, the null

hypothesis is accepted for this construct. This means that, regardless of what course they

are taking, student-athletes experience similar levels of worry during sports competitions.

However, when it comes to concentration disruption, the results showed a p-value

of 0.025, which is less than 0.05. This means that there is a significant difference in how

student-athletes from various courses experience concentration problems during

competitions. Specifically, student-athletes taking Education showed the highest level of

concentration disruption, while those from Arts and Sciences and Business Management

Education had the lowest. The Tukey pairwise comparison further supported these

differences, showing that some course groups had statistically different mean scores.

Similarly, for the somatic trait or physical symptoms of anxiety, the results

showed a significant difference with a p-value of 0.023. Again, Education students had

the highest mean, suggesting they experienced more physical signs of anxiety, such as

nervousness, sweating, or a fast heartbeat. On the other hand, Business Management

Education and Engineering students had lower levels of somatic anxiety.

 58

These findings indicate that while levels of worry are uniformly experienced

among student-athletes regardless of their academic discipline, concentration disruption

and somatic symptoms of anxiety are significantly influenced by the students' specific

fields of study. These disparities may arise from the unique demands associated with their

academic workloads, learning environments, or the pressures inherent in their respective

disciplines. Therefore, it is imperative for educational institutions and coaching staff to

take these course-dependent differences into account when designing mental support

strategies or interventions for student-athletes.

Table 15. Test of Difference in the Level of Sports Competition Anxiety of the Student
Athletes when analyzed according to Grade/Year Level
F-
N Mean Tukey p-value
value
Worry
Grade/Year Level 1.06 0.399
Grade 7 2 2.64 A
 59

Grade 8 4 2.21 A
Grade 9 2 2.71 A
Grade 10 11 2.43 A
Grade 11 14 1.80 A
Grade 12 12 2.33 A
First Year 23 2.41 A
Second Year 11 2.07 A
Third Year 11 1.94 A
Fourth Year 8 2.13 A
Total 98
Concentration Disruption
Grade/Year Level 0.91 0.523
Grade 7 2 2.40 A
Grade 8 4 1.90 A
Grade 9 2 2.60 A
Grade 10 11 2.00 A
Grade 11 14 1.63 A
Grade 12 12 2.02 A
First Year 23 1.92 A
Second Year 11 1.78 A
Third Year 11 1.69 A
Fourth Year 8 1.80 A
Total 98
Somatic Trait
Grade/Year Level 1.53 0.149
Grade 7 2 2.72 A
Grade 8 4 2.08 A
Grade 9 2 2.67 A
Grade 10 11 2.08 A
Grade 11 14 1.62 A
Grade 12 12 2.24 A
First Year 23 1.83 A
Second Year 11 1.92 A
Third Year 11 1.53 A
Fourth Year 8 1.68 A
Total 98
Ho: There is no significant difference in the sports competition anxiety of the student
athletes when analyzed according to grade/year level.
Note: Tukey Pairwise Comparisons: Means that do not share a letter are significantly
different.
Probability Value Scale: **p<0.01 (Highly Significant); *p<0.05 (Significant); p>0.05
(Not significant)
 60

Table 15 presents the comparison of student-athletes' sports competition anxiety

when grouped according to their grade or year level. The analysis includes the three main

areas of anxiety: worry, concentration disruption, and somatic trait. For the worry

component, the p-value is 0.399, which is higher than the 0.05 significance level. This

means there is no significant difference in worry levels across different grade or year

levels. In other words, student-athletes, whether they are in junior high, senior high, or

college, tend to experience similar levels of worry when it comes to competitions.

Therefore, the null hypothesis is accepted.

In terms of concentration disruption, the results also show no significant

difference among the different grade or year levels, with a p-value of 0.523. This tells us

that the students' ability to stay focused during sports competitions is not affected by their

academic year. Again, the null hypothesis is accepted, showing that athletes from all year

levels generally experience the same level of concentration issues.

Lastly, for the somatic trait, the p-value is 0.149, which is still greater than 0.05.

This result shows that there is no significant difference in the physical symptoms of

anxiety across different grade/year levels. This means student-athletes of all ages or year

levels tend to experience similar physical feelings of nervousness or stress before or

during sports competitions.

Overall, the results in Table 15 reveal that there is no significant difference in

sports competition anxiety, in terms of worry, concentration disruption, and somatic trait

among student-athletes when grouped according to their grade or year level. This
 61

suggests that anxiety in sports is not largely influenced by academic level, and support or

interventions can be provided equally to athletes regardless of their year in school.

Table 16. Test of Difference in the Level of Sports Competition Anxiety of the Student
Athletes when analyzed according to Sport

N Mean Tukey F-value p-value

Worry
Sport 4.51 0.000**
Football 26 1.65 B
Volleyball 26 2.53 A
Taekwondo 9 2.52 A
Table Tennis 2 2.07 A B
Swimming 7 2.47 A B
Basketball 20 2.09 A B
Chess 4 2.18 A B
Futsal 4 3.14 A
Total 98
Concentration Disruption
Sport 2.80 0.011*
Football 26 1.52 B
 62

Volleyball 26 1.89 A B
Taekwondo 9 2.38 A
Table Tennis 2 2.00 A B
Swimming 7 2.31 A B
Basketball 20 1.88 A B
Chess 4 1.85 A B
Futsal 4 2.10 A B
Total 98
Somatic Trait
Sport 3.19 0.005**
Football 26 1.48 B
Volleyball 26 1.89 A B
Taekwondo 9 2.35 A
Table Tennis 2 1.39 A B
Swimming 7 2.59 A
Basketball 20 1.90 A B
Chess 4 1.94 A B
Futsal 4 2.39 A B
Total 98
Ho: There is no significant difference in the sports competition anxiety of the student
athletes when analyzed according to sport.
Note: Tukey Pairwise Comparisons: Means that do not share a letter are significantly
different.
Probability Value Scale: **p<0.01 (Highly Significant); *p<0.05 (Significant); p>0.05
(Not significant)

Table 16 shows how student-athletes from different sports experience anxiety

during competitions. The table looks at three areas of anxiety: worry, concentration

disruption, and somatic trait. In the worry category, the p-value is 0.000, which means the

result is highly significant. This means that the type of sport a student-athlete plays does

affect how much they worry during competitions. The data shows that football players

had the lowest worry levels (mean = 1.65), while futsal players had the highest (mean =

3.14). Volleyball and taekwondo athletes also had relatively high worry scores. Since the

p-value is below 0.01, we reject the null hypothesis. There is a clear difference in worry

levels depending on the sport.

 63

For concentration disruption, the p-value is 0.011, which is also significant (p <

0.05). This means that the sport the athletes play affects their ability to stay focused.

Football athletes again had the lowest average (mean = 1.52), showing fewer issues with

focus, while taekwondo and swimming athletes had higher levels of concentration

disruption. This result tells us that focus during competitions can vary between sports,

possibly due to the nature or pressure of the sport.

When it comes to somatic trait, the p-value is 0.005, which is highly significant (p

< 0.01). This means that physical symptoms of anxiety, such as nervousness or shakiness,

also differ depending on the sport. Football players again showed the lowest level of

physical symptoms (mean = 1.48), while swimming (mean = 2.59) and taekwondo (mean

= 2.35) athletes showed higher levels of somatic anxiety. These differences are

meaningful and show that physical signs of anxiety are more common in some sports

than others.

In conclusion, Table 12 shows that sports competition anxiety differs depending

on the sport played by student-athletes. In all the three categories such as worry,

concentration disruption, and somatic trait, the results were statistically significant. This

means the type of sport can influence how anxious an athlete feels, both mentally and

physically. Sports like football showed lower anxiety levels overall, while sports such as

futsal, taekwondo, and swimming showed higher levels of worry or physical anxiety.

These findings suggest that athletes in certain sports might need more support in

managing their anxiety during competitions.

 64

Table 17. Test of Difference in the Sports Competition Anxiety of Student Athletes when
analyzed according Years of Experience
N Mean Tukey T-value p-value
Worry
Years of Experience
Below 1 year 6 2.29 A 1.96 0.11
1-2 years 14 2.53 A
3-4 years 19 2.16 A
5-6 years 7 2.74 A
Above 6 years 52 2.05 A
Total 98
Concentration Disruption
Years of Experience 2.74 0.033*
Below 1 year 6 2.07 A B
1-2 years 14 0.23 A
3-4 years 19 1.97 A B
5-6 years 7 2.09 A B
Above 6 years 52 1.69 B
Total 98
Somatic Trait
 65

Years of Experience 3.76 0.007**

Below 1 year 6 2.24 A B
1-2 years 14 2.47 A
3-4 years 19 1.91 A B
5-6 years 7 1.91 A B
Above 6 years 52 1.68 B
Total 98
Ho: There is no significant difference in the sports competition anxiety of the student
athletes when analyzed according to years of experience.
Note: Tukey Pairwise Comparisons: Means that do not share a letter are significantly
different.
Probability Value Scale: **p<0.01 (Highly Significant); *p<0.05 (Significant); p>0.05
(Not significant)

Table 17 shows how student-athletes' experience in sports affects their level of

competition anxiety. The data is grouped by the number of years the athletes have been

playing their sport, and the results are measured in three areas: worry, concentration

disruption, and somatic trait. In terms of worry, the p-value is 0.11, which is not

significant. This means that the amount of worry athletes feel during competitions does

not greatly differ based on how many years they’ve been playing. Whether an athlete has

been playing for less than a year or over six years, their worry levels are mostly the same.

So, the null hypothesis is accepted for this category.

However, for concentration disruption, the p-value is 0.033, which is significant.

This means that years of experience do affect how well student-athletes can focus during

a competition. Athletes with more than six years of experience had the lowest average

(mean = 1.69), which shows that they are less likely to be distracted or lose focus. On the

other hand, athletes with 1–2 years of experience had a much lower concentration score,

meaning they may struggle more to stay focused. This suggests that more experienced

athletes handle pressure better and maintain their focus more easily.
 66

In the somatic trait category, the p-value is 0.007, which is highly significant (p <

0.01). This means that physical symptoms of anxiety such as nervousness, sweating, or

shaking do differ significantly depending on years of experience. Athletes with more than

six years of experience had the lowest physical anxiety levels (mean = 1.68), while those

with only 1–2 years showed higher signs of physical anxiety (mean = 2.47). This shows

that the longer an athlete has been competing, the more comfortable and physically

relaxed they tend to be during sports events.

Overall, Table 13 shows that while worry levels do not change much based on

experience, both concentration and physical symptoms of anxiety improve with more

years of experience. Student-athletes who have played longer tend to stay more focused

and feel less nervous during competitions. This suggests that experience plays an

important role in helping athletes manage their competition anxiety, especially in terms

of staying calm and focused under pressure.

Table 18. Test of Relationship between Sports Competition Anxiety and Achievement
Motivation of the Student Athletes
Relationship
Variable r-value p-value Decision
Strength
Worry and Achievement
0.45 Average 0.000** Reject Ho
Motivation
Concentration Disruption and
0.25 Weak 0.015* Reject Ho
Achievement Motivation
Somatic Trait and Achievement
0.26 Weak 0.009** Reject Ho
Motivation
Sports Competition Anxiety and
0.35 Weak 0.000** Reject Ho
Achievement Motivation

Ho: There is no significant relationship between perceived parental involvement and

psychological well-being of senior high school students.

Note: Relationship Strength Scale: 1.00 (Perfect); 0.80-0.99 (Very Strong); 0.60-0.79
(Strong ); 0.40-0.59 (Average); 0.20-0.39 (Weak); 0.01-0.19 (Very Weak);
0.00 (No Relationship)
 67

Probability Value Scale: **p<0.01 (Highly Significant); *p<0.05 (Significant); p>0.05

(Not significant)

Table 18 shows the connection between sports competition anxiety and

achievement motivation of student-athletes. It looks at three specific parts of anxiety,

worry, concentration disruption, and somatic trait, and compares each with how

motivated the athletes are to achieve.

The r-value is 0.45, which means there is an average level of relationship between

worry and achievement motivation. The p-value is 0.000, which is highly significant.

This means that as student-athletes feel more worried, their motivation levels are also

affected. Since the result is statistically significant, the null hypothesis is rejected,

showing that there is a real connection between worry and motivation.

The r-value here is 0.25, showing a weak relationship between difficulty

concentrating and motivation. The p-value is 0.015, which is also significant. This means

that losing focus or having disrupted concentration during competition has a small but

real effect on the student athlete’s motivation. So again, the null hypothesis is rejected.

The r-value is 0.26, which is a weak relationship between physical symptoms of

anxiety and motivation. The p-value is 0.009, which is highly significant. This tells us

that although the relationship is not very strong, physical anxiety does have an effect on

motivation, and it is statistically meaningful. The null hypothesis is rejected. When

looking at sports competition anxiety as a whole, the r-value is 0.35, which still falls in

the weak relationship category, and the p-value is 0.000, which is highly significant. This

means that overall anxiety and achievement motivation are connected, but only at a weak

level. As anxiety increases or decreases, motivation may slightly do the same.

 68

The findings in Table 14 show that sports competition anxiety and achievement

motivation are related, but the strength of the relationship is mostly weak to average.

Among the three types of anxiety, worry has the strongest connection to achievement

motivation. These results suggest that student-athletes’ psychological state, especially

how much they worry, can influence how driven they are to succeed in sports. While

anxiety doesn't have a strong impact, it still plays a role in motivation, so it is important

for coaches and trainers to help student-athletes manage anxiety to keep their motivation

high.

CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter of the research paper presents the summary of the study together

with the findings, conclusions drawn, and recommendations offered.

Findings

This study generally aimed to examine the student athletes’ anxiety levels affecting their

achievement motivation, the following findings revealed:

 69

1. What is the profile of the student athletes in terms of sex, course, grade/year level,

sport, and years of experience?

Most of the student athletes were male (72.5%), senior high school (26.53%) and

criminology (26.53%), belonged to the first year college of student athletes (23.47%),

with the sport football and volleyball both at 26.53%. Moreover, student athletes with

above 6 years of experience emerged at 53.06%.

2. What is the level of the student athletes’ sports competition anxiety in terms of

their level of worry, concentration disruption, and somatic trait?

Overall, the study showed that the level of student athletes’ competition anxiety is

low, in terms of worry, concentration disruption and somatic trait anxiety. Therefore, in

summary, it leads to the results of the student athletes' sports anxiety being overall low.

3. What is the level of student athletes’ achievement motivation in terms of intrinsic

motivation and extrinsic motivation?

Entirely, the study showed that student athletes’ had a moderate level of

achievement motivation. Both intrinsic motivation and extrinsic motivation were within

the moderate range.

4. Is there a significant difference in the level of student athletes’ sports competition

anxiety when analyzed according to profile?

The study revealed that student athletes’ sports competition anxiety significantly

differs based on sex, with female athletes experiencing higher anxiety levels than male
 70

athletes. No significant differences were found when anxiety was analyzed by course or

grade/year level, except for concentration disruption, which was higher among younger

students and decreased as they progressed through higher grade levels. The type of sport

also influenced anxiety levels, athletes in more intense sports like futsal showed higher

anxiety compared to those in sports like football. Additionally, athletes with more years

of experience generally reported lower anxiety, highlighting the importance of experience

in managing competitive stress.

5. Is there a significant relationship between the student athletes’ sports competition

anxiety and achievement motivation?

The study found a significant relationship between student athletes’ sports

competition anxiety and their achievement motivation. All three components of anxiety,

worry, concentration disruption, and somatic trait anxiety were significantly linked to

motivation. The strongest relationship was between worry and achievement motivation (r

= 0.45, p = 0.000), showing an average positive link. Concentration disruption (r = 0.25,

p = 0.015) and somatic trait anxiety (r = 0.26, p = 0.009) also showed weak but

significant connections. Overall, the results indicate that as sports anxiety increases, so

does the motivation to achieve among student athletes.

Conclusions

Based on the findings of the study, the following conclusions are drawn:

1. The data showed that student athletes came from various demographic

backgrounds, including sex, course, grade level, sport, and years of experience.
 71

Most respondents were male, senior high school or 1st-year criminology students,

playing football or volleyball. Many had over six years of experience as student

athletes.

2. The low level of sport competition anxiety among student athletes at Andres

Bonifacio College suggests they are likely to perform confidently and stay

focused, leading to more positive and goal-oriented outcomes.

3. The moderate level of achievement motivation among student-athletes shows a

balanced drive from both internal and external factors. They are motivated by

personal growth and enjoyment, as well as recognition and rewards. This balance

supports consistent focus and performance.

4. The data shows that sports competition anxiety varies by sex, sport, and years of

experience. Female athletes report higher anxiety levels, while different sports

show different anxiety patterns. More experienced athletes tend to have lower

anxiety, especially in concentration and physical symptoms.

5. Sports competition anxiety differs by sex, sport, and experience. Female athletes

tend to have higher anxiety, and anxiety levels vary depending on the sport.

Athletes with more experience usually show lower anxiety, particularly in focus

and physical reactions.

Recommendations

1. Understanding the diverse backgrounds of student-athletes through their gender,

academic pursuits, year of study, chosen sport, and years of experience is crucial.
 72

This detailed profile allows for the creation of more effective and personalized

support systems and addressing the unique needs within the athletic population.

This basic information about the student-athletes background provides a strong

starting point for researchers.

2. When many student-athletes are experiencing pre-competition worries, difficulty

concentrating, or physical symptoms of anxiety, it's important to provide them

with stress management techniques. Mental health professionals can offer tailored

support to address these distinct forms of anxiety. By understanding the extent of

their anxiety, we can better prioritize and support their psychological health.

3. Encourage athletes to enjoy their sports and focus on getting better, not just

winning rewards. Acknowledging their effort and improvement can strengthen

their internal drive and passion. By understanding their underlying motivations,

we can better assist them in achieving their athletic and academic aspirations.
 73

4. It is suggested that interventions designed to address anxiety in student-athletes

should be tailored to these profile factors to be more effective. Understanding the

sources of anxiety and how they relate to the athlete’s sex, sport, and experience

can help coaches, sports psychologists, and other stakeholders provide more

targeted support to help athletes perform at their best.

5. It is recommended that schools, coaches, and sports coordinators should offer

support like stress management, mental conditioning, and motivational workshops

to help student-athletes manage anxiety. Access to counseling and psychological

services is also essential. Including relaxation and mindfulness practices in

training can turn anxiety into positive motivation and boost performance and

well-being.

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teachers’ motivating style and teacher‐student relationships. Psychology in
the Schools, 61(1), 272–286. https://doi.org/10.1002/pits.23050
Appendix A
 83

SPORTS COMPETITION ANXIETY AND ACHIEVEMENT MOTIVATION OF

STUDENT ATHLETES QUESTIONNAIRE

Part 1. Demographic Profile

Directions: Please provide the necessary information below by filling in the blanks and

by putting a checkmark (✓) in the space provided.

Name (Optional): _______________________________________________

Sex:

o Female
o Male

Grade/Year Level:
o Grade 7
o Grade 8
o Grade 9
o Grade 10
o Grade 11
o Grade 12
o 1st Year College
o 2nd Year College
o 3rd Year College
o 4th Year College

Sport:
o Chess
o Basketball
o Table Tennis
o Volleyball
o Taekwondo
o Swimming
o Football
o Futsal
o Others (please specify): ______________

Years of Experience:
o Below 1 year
 84

o 1-2 years
o 3-4 years
o 5-6 Years
o Above 6 years

Part 2. Sport Anxiety Scale

Directions: Please indicate the extent to which each statement applies to you by putting a

check mark (✓) on the column corresponding to your answer. Remember, there ar no

right or wrong answers; just answer as accurately as possible.

Be guided by the following scale:

4-Very Much So: 3-Moderately So: 2-Somewhat 1-Not At All

# Indicators 1 2 3 4

1 I feel nervous

2 During competition, I find myself

thinking about unrelated things

3 I have self-doubts

4 My body feels tense

5 I am concerned that I may not do as well

in competition as I could

6 My mind wanders during sport

competition

7 While performing, I often do not pay

attention to what’s going on
 85

8 I feel tense in my stomach

9 Thoughts of doing poorly interfere with

my concentration during

10 I’m concerned about choking under

pressure

11 My heart races

12 I feel my stomach sinking

13 I’m concerned about performing poorly

14 I have lapses of concentration during

competition because of nervousness

15 I sometimes find myself trembling

before or during a competitive event

16 I’m worried about reaching my goal

17 My body feels tight

18 I’m concerned that others will be

disappointed in my performance

19 My stomach gets upset before or during

a competitive event

20 I’m concerned I won’t be able to

concentrate

21 My heart pounds before competition

Citation:
 86

Smith, R.E., Smoll, F.E., & Schutz, R.W. (1990). Measurement and correlates of sport-
specific cognitive and somatic trait anxiety: The sport anxiety scale. Anxiety Research,
2(4), 263-280.
Smith, R.E., Smoll, F.L., Cumming, S.P., & Grossbard, J.R. (2006). Measurement of
multidimensional sport performance anxiety in children and adults: The Sport Anxiety
Scale-2. Journal of Sport and Exercise Psychology, 28, 479-501.

ACHIEVEMENT MOTIVATION QUESTIONNAIRE

Part 1. Achievement Motivation

check mark (✓) on the column corresponding to your answer. Remember, there ar no
Directions: Please indicate the extent to which each statement applies to you by putting a

right or wrong answers; just answer as accurately as possible.

# Indicators Rarely Sometimes Often

INTRINSIC ACHIEVEMENT MOTIVATION IN SPORTS

1 I am motivated to achieve my goals in my
sport for the pleasure whenever I win.

2 I strive to win in my sport to have the feeling

of pleasure whenever I execute new training
techniques.

3 Whenever I achieve something from my

sport, my self-worth increases

4 I develop my self-confidence whenever I win

5 Winning in my sport ignites my competitive

spirit

6 I enjoy achieving my goals when playing my

sport
 87

7 I strive to win in my sport to prove myself

that I am worthy and capable

8 I strive to win in my sport to achieve the

goals I set for myself

9 I feel pleasure when I achieve something in

my sport while executing difficult moves

10 I strive to win in my sport to prove to myself

how much I have progressed

EXTRINSIC ACHIEVEMENT MOTIVATION IN SPORTS

1 My sport allows me to be well-regarded by

people whenever I win

2 I strive to win in my sport for me to gain

popularity

3 Expectations from my parents motivate me to

achieve my goals in my sport

4 I like the idea of the school recognizing my

winning through social media posting, and
tarpaulins.

5 I enjoy my sport when I gain trophies from

winning competitions

6 Praises from my peers whenever I win

encourages me to do better in my sport

7 Earning prizes from winning in competitions

motivates me to play my sport

8 I strive to achieve goals in my sport in order

to obtain academic and future opportunities
 88

9 I enjoy achieving my goals in my sport from

the teachings of my coach and peers

10 I am motivated to win in my sport to prove to

my peers that I am capable

APPENDIX B. INFORMED CONSENT FORM

ANDRES BONIFACIO COLLEGE

College Park, Dipolog City
Telephone Number: (065)212-8049
Email Address: [email protected]
SENIOR HIGH SCHOOL DEPARTMENT

INFORMED CONSENT FORM

Student Researchers:
Abitona, Kaye H.
Decipolo, Brianne Dale
Jumamoy, Miguel Spike
Obial, Zara Grace
Uy. Star Shed
Villar, Amber Harriet

Research Title: SPORTS COMPETITION ANXIETY AND ACHIEVEMENT

MOTIVATION OF STUDENT ATHLETES
 89

This Informed Consent Form has two parts:

● Informed Sheet (gives you information about the study)
● Certificate of Voluntary Consent (this is where you sign if you agree to
participate)

PART 1: INFORMATION SHEET

Introduction Good day! We are student researchers from the senior high
school department of Andres Bonifacio College. Currently,
we are conducting a study entitled “Sports Competition
Anxiety and Achievement Motivation of Student
Athletes”. In line with this, we are respectfully seeking
your voluntary participation, being qualified to give your
informed consent to take part in this study. Before you
decide whether to participate or not in this study, please
read the succeeding information about the study and feel
free to ask questions anytime should there be anything you
do not understand or want to clarify. If you agree to
answer the survey, you will be asked to affix your name
and signature on this form for which you will be given a
copy.
Purpose The purpose of this study is to gather knowledge and
describe whether there is a correlation between our
varibles which are the Sports Competition Anxiety and the
Achievement Motivation of the Student Athletes.
Type of Research This study will be conducted through surveys, and the data
Intervention collection will take place through an online survey.
Selection of This study will use the total population of the student
Participants athletes in the Andres Bonifacio College.
Voluntary Participants Your involvement is entirely voluntary and will have no
impact on your circumstances or standing, including your
relationship with the researcher. You have the freedom to
choose whether or not to participate, and if you opt to do
so, you are under no obligation to respond to any questions
you'd rather not answer.
Procedure Respondents will be provided sufficient time to respond to
the questionnaire, and any information or data contributed
by you will be exclusively used for the purposes of this
study, maintaining the highest level of confidentiality.
Duration The gathering of data through the questionnaire will last
 90

for 10 to 15 minutes.
Risks and Discomforts The respondents will be safeguarded from any physical,
social, or economic risks. If certain survey questions are
deemed too personal or make you uncomfortable, you
have the option to refuse to answer any or all questions
and can withdraw from the study at any point. The survey
carries zero risk of harm. Importantly, your participation in
this study will not affect your class status, other
classmates, and the institution itself because the data that
will be extracted will be kept with utmost confidentiality.
Benefits This study will help you gain insights or improve your
understanding of the relationship between Sports
Competition Anxiety and Achievement Motivation of
Student Athletes.
Reimbursements There will be no monetary expenses or costs on your part
as a respondent, nor any monetary compensation for your
participation in this study.
Confidentiality of Data Only the researchers will have access to the information
and responses of the respondents. The personal identifying
information of the participants will only be used for
research analysis and will be treated with the utmost
confidentiality.
Sharing of Findings The results of this study will be presented during the final
defense of the researchers, and the research discoveries
may be disseminated through publications, ensuring the
confidentiality of the respondents' identities.
Rights to Refuse or You are free to withdraw or terminate participation at any
Withdraw stage of the study, without the need to give any reason.
You will not be penalized 11 cases of termination of
participation.
Who to Contact Should you have any queries, you and your
parents/guardians can contact the researcher through the
following details:
Name of the Researcher: Kaye H. Abitona
Cellphone Number/s: 09126328428
E-mail Address: [email protected]

PART II: VOLUNTARY CONSENT BY RESPONDENTS

By signing this consent form, you are agreeing that you read and you fully understood
the contents of this document and are willing to take part in this study. By signing this
 91

form, you are agreeing that you belong in the total population of the respondents and
therefore, agreeing to participate in the study.

Signature over Printed Name:

__________________________________________________

Date: _______________________

APPENDIX C. APPROVAL LETTER

 92

CURRICULUM VITAE

A. Personal Information
Name: Kaye H. Abitona
 93

Age: 18
Sex: Female
Address: North Curvada, Galas, Dipolog City, 7100
Zamboanga Del Norte
Date of Birth: December 30, 2006
Place of Birth: ZNPH Dipolog City, Zamboanga Del Norte
Nationality: Filipino
Religion: Roman Catholic
Father’s Name:
Mother’s Name: Amancia H. Abitona

B. Educational Background
Pre-School: Dipolog Hope Christian School
Elementary: Galas Elementary School
Junior High School: Andres Bonifacio College
Senior High School: Andres Bonifacio College

C. Educational Attainment
Elementary: With Honors
Junior High School: With Honors
Senior High School: With Honors

D. Extracurriculars
Actor’s Clinic - ABCollege
Bonifacio Green - ABCollege

A. Personal Information
Name: Brianne Dale A. Decipolo.
Age: 17
 94

Sex: Male
Address: San Miguel, Polanco Zamboanga Del Norte
Date of Birth: June1, 2007
Place Of Birth: Dipolog Provincial Hospital
Nationality: Filipino
Religion: Christian
Mother's Name: Chita A. Decipolo
Father’s Name: Aselle Rhey Corro

B. Educational Background
Pre-School: San Miguel Elementary School
Elementary: Estaka Central School
Junior High School: Andres Bonifacio College
Senior High School: Andres Bonifacio College

C. Educational Attainment
Elementary: With Honors
Junior High School: Completed
Senior Highschool: Completed

D. Extracurriculars
Varsity of basketball - ABCollege

A. Personal Information
Name: Miguel Spike D. Jumamoy
 95

Age: 18
Sex: Male
Address: 037 Rizal Ave, Linabo, Dapitan City 7101
Zamboanga Del Norte
Date of Birth: February 18, 2007
Place of Birth: Dapitan City Hospital, Dapitan city
Zamboanga Del Norte
Nationality: Filipino
Religion: Roman Catholic
Father’s Name: Dave B. Jumamoy
Mother’s Name: Spice Q. Dagpin

B. Educational Background
PreSchool: CDO Futuri School
Elementary: Rizal Memorial Institute of Dapitan City
Junior High School: Rizal Memorial Institute of Dapitan City
Senior High School: Andres Bonifacio College

C. Educational Attainment
Elementary: Academic Achiever
Junior High school: Academic achiever
Senior High School: With Honors

D. Extracurriculars
Actor’s Clinic - ABCollege

A. Personal Information
Name: Zara Grace M. Obial
 96

Age: 17
Sex: Female
Address: Obay, Polanco Zamboanga Del Norte
Date of Birth: September 22, 2007
Place Of Birth: Dipolog Provincial Hospital
Nationality: Filipino
Religion: Christian Born Again
Mother's Name: Leny M. Obial

B. Educational Background
Pre-School: Leonor Kindergarten
Elementary: Estaka Central School
Junior High School: Andres Bonifacio College
Senior High School: Andres Bonifacio College

C. Educational Attainment
Elementary: With Honors
Junior High School: Completed
Senior Highschool: Completed

D. Extracurriculars
Varsity of futsal - ABCollege

A. Personal Information
Name: Star Shed Esther B. Uy
 97

Age: 18
Sex: Female
Address: 331 Near Montano Hall, Purok Maalagaron
Lower Turno,Dipolog City, 7100
Date of Birth: February 22, 2007
Place of Birth: ZNPH Dipolog City, Zamboanga Del Norte
Nationality: Filipino
Religion: Roman Catholic
Father’s Name: Ed Loren D. Uy
Mother’s Name: Sheye June B. Uy

B. Educational Background
Pre-School: Leonor Estaka Kindergarten
Elementary: Andres Bonifacio College
Junior High School: Andres Bonifacio College
Senior High School: Andres Bonifacio College

C. Educational Attainment
Elementary: With Honors
Junior High School: With Honors
Senior High School: With Honors

D. Extracurriculars
ABCollege Chorale Bonifacio Harmonico
SHS Marching Band (Twirler)

A. Personal Information
Name: Amber Harriet Villar
 98

Age:18
Sex: Female
Address: Purok Ofisco, Olingan Dipolog City
Zamboanga Del Norte
Date of Birth: November 18, 2006
Place of Birth: Zamboanga Del Norte Provincial Hospital, Dipolog City
Nationality: Filipino
Religion: Christian
Mother’s name: Melanie B. Villar

B. Educational Background
Pre-School: Olingan Elementary School
Elementary: Olingan Elementary School
Junior High School: Andres Bonifacio College
Senior High School: Andres Bonifacio College

C. Educational Attainment
Elementary: With Honors
Junior High School: Completed
Senior High School: With Honors

D. Extracurriculars
Senior High School Dance troupe- Andres Bonifacio College

A. Personal Information
 99

Name: Adam James S. Ortiz

Age: 18
Sex: Male
Address: 689 Purok Ofisco, Olingan, Dipolog City
Zamboanga Del Norte
Date of Birth: May 05, 2007
Place of Birth: Zamboanga Del Norte Provincial Hospital, Dipolog City
Nationality: Filipino
Religion: Christian
Father’s Name: Elmer Ortiz
Mother’s Name: Jacquelyn S. Ortiz

B. Educational Background
Pre-School: Dipolog Alliance Evangelical Church
Elementary: Andres Bonifacio College
Junior High School: Andres Bonifacio College
Senior High School: Andres Bonifacio College

C. Education Background
Elementary: Completed
Junior High School: Completed
Senior High School: Completed

D. Extracurriculars

Men Chess Intramurals 3rd Place - ABCollege