Chapter l

Background of the study

A student-athlete is a person who plays a competitive organized sport under

the sponsorship of the educational institution where they are enrolled. The roles of

being a full-time student and an athlete must usually be balanced for student-

athletes (Gerdy, 2000). Cigliano (2006) asserts that involvement in sports is a

behavior that is common to humankind and has an impact on education, finances,

psychology, politics, and other facets of society.

Godfrey (2010) concluded that the challenge that seems to hurt student-

athletes the most academically was time constraints created through sports, making

it difficult for athletes to devote time to study or earn good grades. Being a student

athlete is hard because they face a lot of pressure because they have to balance a

tough training schedule, travel for competitions, and keep up with their schoolwork.

Furthermore, students athletes are unique compared to non- athletes because

with the athletic demands required of them, they must devote a large amount of extra

time to their athletic activities in addition to regular class work and allocating enough

time to fulfill personal and social needs (Manning,2012).

Balancing the roles of being a student and an athlete is challenging for student

athletes, not a few of students have obstacles in balancing both roles (Pujianto,

2024). A study found out that, student-athletes frequently complained about the lack

of time they had for academic tasks after completing their athletic obligations

(Morgan, 2005)

01
 This study “The Art of Balancing; Student Athletes on Sports and Academic

Commitment’’ aimed to understand the journey of student’s athletes in balancing

sports and academic commitment. The study was conducted in Edwards National

High School, Edwards, Tboli, South Cotabato.

Statement of the problem

Generally, this study aimed to determine how do student athletes balance sports

and academic commitment.

Specifically, this study was conducted to answer the following questions:

1. What are the pressures faced by students’ athletes in balancing their sports and

academic commitment?

2. How do students athletes overcome the pressures they faced in balancing their

sports and academic commitment?

Significance of the study

The researcher thought that the following would benefit from the result of this

study.

1.) Student- Athletes – It was hoped to help them navigate the demands of their

dual commitments more effectively, leading to improve time management, academic

performance, and overall well-being.

2.) Teachers– The educators can adapt teaching strategies to accommodate the

unique needs of student athletes, promoting academic success without sacrificing

athletic performance.
 02

3.) Parents– This will raise awareness of the parents of the different pressures faced

by their children and consequently they can provide appropriate guidance and

support to foster a healthy balance between sports and academic.

Scope and Delimitation of the Study

This study focused on understanding the pressures of student-athletes in

balancing sports and academic commitment, examined the balancing act between

sports participation (including training, competitions, and team obligations) and

academic pursuits (including attending classes, studying, completing assignments,

and achieving academic goals). The study was limited only to the SY. 2023-2024,

Edwards National High student athletes. The researchers did not include the grade

12 that already graduated and the students who transferred out. The respondents

were the grade 7 to 11 student-athletes in the S.Y 2023-2024. This study was

conducted in Edwards National High School. The school is located at Edwards,

Tboli, South Cotabato. It was established last January 01,1969.

Definition of Terms

The following terms are operationally defined for better understanding of the study.

1.Academic Commitment: The dedication, time, and effort required for attending

classes, studying, completing assignments, and achieving academic goals.

2.Balancing: The act of effectively managing and prioritizing time, energy, and

resources between athletic endeavors and academic responsibilities.

03
3.Sports Commitment: The dedication, time, and effort required for training,

competitions, and team obligations within a specific sport or sports.

4.Student-Athletes: An individual who participates in organized sports while

simultaneously pursuing academic studies at an educational institution.

04
 CHAPTER ll

Review of Related Literature

This chapter presents the relevant literature that the researcher considered in

strengthening the importance of the present studies. It also presents the synthesis of

the art to fully understand the research for better comprehension of the study.

Student- Athletes is a student that participates in an organized competitive

sport that is sponsored by an educational institution. Student athletes commonly

have two goals: to be competitive and achieve awards not only inside the classroom

but also inside the court. It is expected for student athletes to excel both in academic

and sport in order for them to bring glory and honor to their school’s name

(Luzano,2008). In return for the student athletes hard work, school’s open

opportunities for them, to improve their mental, physical and social potentials such

as giving sports scholarship. (Kirchner, 2005).

On the other hand, according to Guillermo (2015). If a student cannot balance

their time and abilities accordingly and is unproductive, then they do not have the

needed abilities, nor do they get enough lectures to improve their skills. However, a

student knowledge or skill is not only proven inside the classroom; there are also

other fields where a student can display their knowledge and skills, such as in school

activities.

As stated by Wilson (2012), not everyone sees the importance of sports in

students’ life. Most people view sports as merely a physical activity, which make

them think that it is not for a student’s education; it is only a distraction that diverts

the
 05

student attention from their academic performance and nevertheless, in reality,

sports are more than just a physical activity that interferes with a student’s academic

performance.

Bishop (2018), provides information that high school sports have both positive

and negative effects on the lives of the students who participate in them.

Participating in sports demands a lot of practice and commitment, which can

interfere with other activities like academics. Because of the time it takes to

concentrate on athletics, some kids experience academic setbacks. A student can

only concentrate on academics and athletics when a good balance is struck between

them. Finding a balance between schoolwork and sports is super important. Doing

well in your studies helps you think critically, while playing sports keeps you healthy,

teaches teamwork, and discipline.

According to Manning (2012), student-athletes differ from non-athletes in that

they have to invest a lot of more time on their athletic endeavors due to the demands

placed on them by their athletic activities in addition to the assigned coursework and

setting aside sufficient time for meeting one’s own social demands. Balancing

athletic activities, school work, and social demands is like juggling three balls at

once. Each one is important for your growth and development. While sports keep

you active and teach you valuable skills, school work builds your knowledge and

intellect, and socializing helps you connect with others and develop important

relationships.

Sports and activities are excellent ways to harness students’ energy and

vitality and make their free time productive. Sports and activities, in most
circumstances, instill a competitive mentality. A physical fitness forum is made

available. The most important

06

educational effect of sports and games is that they stimulate study and hard effort,

(Tuback,2010).

According to Morgan (2006), the biggest educational benefit of sports and

activities is that they encourage hard effort and study. There is an ancient belief that

a “healthy body leads to a healthy mind” and that physical exercise benefits

children’s intellectual growth.

Student athletes compete each week, and their efforts are greatly both highly

lauded and severely criticized (Kreb,2008 citing Etzel et al., 1996). Additionally,

student-athletes frequently devote a significant amount of their time—often more

than 30 hours per week—to athletic-related activities. Wolverton (2007) discovered

that athletes now have to devote more time to their sports during the off-season than

they did during the previous 20 years, with many players putting in just as much time

as they did during the season. This dedication is almost equal to the amount of time

some students would spend at a full-time job (Kreb, 2008). As a result of these strict

requirements, numerous administrators worried that playing sports gets in the way of

academic goals too much.

Furthermore, according to Gaston-Gayles (2005), not all sports participation

demands equal physical efforts or is created equal. Over two decades ago, Chalip,

and his colleagues (1984) documented an experimental study about the impact of

the type or intensity of a sport to a student’s academic performance. Involvement in

sports can have influential and substantial distinctions, and it is only sensible to

assume that their distinctions are related in different ways with different outcome

variables such as academic achievement (see also Sokol-Katz 2006).

07

A student athletes common

experiences in balancing
sports and academic
commitment

Challenges faced by Their ways to overcome

student-athletes: it:
•Managing Both •Develop strong
Commitments organizational skills
•Fatigue from rigorous •Effective
training communication with
coaches and teachers
•Pressure to excel both
field T •Prioritize tasks

Figure 1. Conceptual Framework

The figure above shows the variables that will be present in the study. This will focus

on describing the experiences of student- athletes in balancing their participation in

sports as well as their academic requirements in school. This will be conducted and

will only be limited to the student -athletes of Edwards National High School.
 08

CHAPTER lll

Research Design and Methodology

Methodology

This chapter describes the research method and procedures, techniques and

sources of data that helped the researcher for further data gatherings. It includes the

research design, locale of the study, respondents of the study, sampling technique,

research instrument, data gathering procedure, and data analysis procedure.

Research Design

The research design used in this study is quantitative survey design. The

survey is structured to collect numerical data from a large sample of participants.

Respondents of the study

The respondents of the study were the student -athletes of Edwards

National High School. The researchers used quota sampling technique to select the

respondents needed for the research. Additionally, a pre-survey was conducted to

determine the number of current student-athletes at Edwards National High School.

The study included only those student-athletes who are currently enrolled, excluding

those who have graduated or transferred out. According to the Sports Coordinator of

Edwards National High School, the school have a total of 81 student-athletes.

Sample and Sampling Procedure

The researchers employed a purposive quota sampling technique wherein all

identified student athletes in the school year 2023-2024 were taken as the

09

participants/respondents of the survey since the number is manageable. It was done

to ensure the validity of the results.

Data Gathering Tools/Technique

The data of this study was gathered using survey method. A survey

questionnaire made by the researchers themselves validated by three English

teachers were used to gather data. The survey questionnaire consisted of set of

questions to collect information from the respondents. The researcher sought a letter

of approval to the school head needed to conduct a study. After that we went room

to room to reach the identified student-athletes for the conduct of the study and we

retrieved the questionnaires. The researcher tallied and tabulated all the gathered

data.

Statistical Treatment

The study employed a statistical design method, specifically percentage analysis, to

identify the pressures faced by student-athletes and the strategies they use to

manage both academic and athletic responsibilities. The responses were tallied and

tabulated to determine and describe the pressures, and ways to overcome of the

student-athletes in balancing their sports and academic commitments. This analysis

provides a clear visual representation of how student-athletes handle their dual roles,

allowing for a deeper understanding of the pressures involved and the ways they

overcome them.
Percentage Analysis: It was solved using the formula

Tallies
N= x 100
Total of respondents

10

N = Student-Athletes

Tallies =
 CHAPTER IV

Presentation, Discussion, and Interpretation

This chapter presents the data gathered from the students-athletes at

Edwards National High School, and the analysis, and discussion on the general

findings of the study.

This discussion includes the general interpretation of the results based on the

data we gathered of the pressure and ways to overcome of student-athletes on sport

academic commitment.

Table 1 shows the personal pressure of student-athletes.

Choices Tallies Percentag

Maintaining high grades with commitment to

demanding athletic schedules 63 77%

Managing physical and mental exhaustion from

both commitments. 28 34%

Finding sufficient time to rest and recover while

keeping up with coursework. 21 25%

 Prioritizing emotional health amidst demanding

schedules. 9 11%

63 out of 81 or equivalent to 77% answered the Maintaining high grades with

commitment to demanding athletic schedules, 28 out of 81 or equivalent to 34%

11

answered Managing physical and mental exhaustion from both commitments, 21 or

25% answered Finding sufficient time to rest and recover while keeping up with

coursework, 9 out of 81 or equivalent to 11% answered Prioritizing emotional health

amidst demanding schedules.

Table 2 show the external pressures of students-athletes.

Choices Tallies Percentage

A. Limited budget for training and academic

requirement. 52 64%

B. Balancing home responsibilities, like chores

and family duties, with study time. 36 42%

C. Trying to tap the expectations of others to

succeed. 17 20%

D. Reducing time for social activities and

relationships. 10 12%

52 out of 81 or equivalent to 64% answered Limited budget for training and

academic requirement, 36 out of 81 or equivalent to 42% answered Balancing home

responsibilities, like chores and family duties, with study time, 17 or 20% answered

Trying to tap the expectations of others to succeed, 10 out of 81 or equivalent to 12%

answered Reducing time for social activities and responsibilities.

Table 3 show the ways of student-athletes to overcome sport and academic

pressure.

Choices Tallies Percentage

A. Time Management 72 88%

B. Prioritization 55 67%

C. Effective Communication 26 32%

D. Setting Realistic Goals 27 33%

E. Utilizing Support Systems 11 13%

F. Maintaining Health and well-being 37 45%

Table 3 shows the 3 ways of student-athletes to overcome sport and academic

pressure. 72 out of 81 or equivalent to 88% answered Time Management, 55 out of

81 or equivalent to 67% answered Prioritization, to complete the 3 ways, 37 out of 81

or equivalent to 45% answered Maintaining Health and Well-being.

 15

CHAPTER V

SUMMARY, RECOMMENDATION AND CONCLUSION

SUMMARY

This study was conducted at Edwards National High School with a total of

81 student-athletes in the school year 2023-2024. Quantitative survey method used

in this study. The researcher used a survey questionnaire as a research instrument.

This research was conducted to determine the pressures and ways of

student-athletes in balancing their sports and academic commitment. It aims to find

the answer of the following questions: (1) What are the pressures faced by student-

athletes in balancing their sports and academic commitment, (2) How do student-

athletes overcome the pressures they faced in balancing their sports and academic

commitment.

FINDINGS

Based on the analysis and interpretation of the gathered data of this study, the

following findings were:

 1. The study found out that most of the personal pressures faced by the student

athletes was maintaining high grades with commitment to demanding athletic

schedules, followed by the managing physical and mental exhaustion from

both commitments, finding sufficient time to rest and recover while keeping up

with coursework, and the least personal pressure faced by student-athletes is

prioritizing emotional health amidst demanding schedules.

2. The study found out that most of the external pressures faced by student-

16

athletes are limited budget for training and academic requirement, followed by

balancing home responsibilities, like chores and family duties with study time,

trying to tap the expectations of others to succeed, and the least external

pressure is reducing time for social activities and relationships.

3. The study found out that the 3 ways of the student-students to overcome

sports and academic pressure, first is “time management”, followed by

“prioritization”, “maintaining health and well-being”.

CONCLUSION

Based on the data gathered the student-athletes have different experiences.

The pressures and the ways to overcome the sports and academic commitment. The

most personal pressure they faced is maintaining high grades with commitment to

demanding athletic schedules, and the most external pressure they faced is limited

budget for training and academic requirements.

The study concludes that the 3 ways of student-athletes to overcome sports

and academic commitment are time management, prioritization, and maintaining

health and well-being.

RECOMMENDATIONS

Based on the findings and conclusions of the study, the following are

recommendation made were.

1. The researcher recommend that the same study will be conducted to

different sets of student-athletes.

2. The researcher suggested comparative study between student-athletes

and

17

honor students to determine whether the challenges of these two groups

are similar.

3. In order to have a wider understanding of the pressures or challenges

face by student-athletes in balancing their sports and academic

commitment, the researcher recommend improving the research

instrument. This revised tool should identify additional pressures beyond

personal and external factors, focusing on specific types of challenges in

greater detail.
 18

Table of Contents

Chapter I

 Introduction/Background of the study ……………………………………………

01
 Statement of the Problem …………………………………………………………
02
 Significance of the Study
………………………………………………………….02
 Scope and delimitation/Locale of the Study
…………………………………….03
 Definition of Terms …………………………………………………….………03-04

Chapter II

 Review of Related Literature …………………………………...…….….……05-

07
 Conceptual Framework …………………………………………….…….………08

Chapter III
 A. Methodology ……………………………………………………………….….…...09
 Research Design ……………….………………………….………………………
09
 Respondents of the Study
………………………………………………………...09
 Sample and Sampling Procedure ……………………………….……….….09-10
 Data Gathering Tools/Technique …………………………………………………10
 Statistical Treatment ………….……………………………………………………
10

Chapter IV

 Presentation ………………...……………………………………...……….…11-15
 Discussion……………………………………………………………………....11-15
 Interpretation …………………………...………………………………………11-15

Chapter V

 Summary ……………………………………………………………………………
16
 Findings …………………………………………………………………………….16
 Conclusion ……………………………………………………….….………….….17
 Recommendation ……………………………………………….…………….17-18
 References …………………………………………………………………………19

References

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Student-Athletes in Ghanaian Public Universities/ retrieved from

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Eroa, L. J (2023). “Sports Involvement and Academic Performance of Student

Athletes “Article https:/Retrieved from:

https://sg.docworkspace.com/d/slFnavJ78Afz0krIG
“Exploring how Student Athletes Balance Athletic, Academic, and Personal Needs
Through Learned Needs Theory.” Journal of Research Initiatives: Vol. 7: Iss. 2,
Article

https://digitalcommons.uncfsu.edu/jri/vol7/iss2/4

J. Gomez, J. Bradley & P. Conway (2018): The challenges of a high-performance

student athlete, Irish Educational Studies, Retrieved from:
https://doi.org/10.1080/03323315.2018.1484299

O’Neil, L.,et. Al (2021) Student-Athletes’ Dual Commitment to School and Sport:

Compatible or Conflicting?

https://www.researchgate.net

Zachary Davis, 2024. “Presented to the faculty of the Department of Graduate &
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19