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CHAPTER I

THE PROBLEM

Introduction

Student-athletes occupy a unique position within the academic

community, grappling with the dual demands of excelling academically

while maintaining rigorous training and competition schedules. This

delicate balancing act often results in heightened stress levels, time

management issues, and challenges in maintaining optimal performance

both in academics and athletics. The demanding nature of their schedules

presents significant time management challenges. Student-athletes must

carefully allocate their time between attending classes, completing

assignments, participating in training sessions, and traveling for

competitions. The need to strike a delicate balance between these

competing priorities often leaves little room for leisure or relaxation, further

amplifying their stress levels.

Despite their best efforts, maintaining optimal performance in both

academics and athletics remains an ongoing challenge for student-

athletes. The intense physical exertion required during training and

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competitions can take a toll on their energy levels and cognitive function,

making it difficult to concentrate on their academic work. Conversely, the

mental strain of academic deadlines and exams can impact their ability to

perform at their best during athletic events. To support their holistic growth,

it is imperative to integrate various skills physiological, mental, emotional,

and social intelligence into their education. Such integration, as

emphasized by Bulent et al. (2017), fosters a more comprehensive

approach to student-athlete development.

Coaching emerges as a crucial factor in providing resources,

validation, and empowerment to student-athletes (Bimper, 2017). The

holistic well-being of student-athletes encompasses not only their physical

fitness but also their emotional and mental health. Sullivan et al. (2020)

underscore the importance of understanding the intricate interplay between

these aspects to ensure the overall well-being of student-athletes.

The ongoing global health crisis has elevated the significance of

self-training as a critical method for student-athletes to prepare for

competitions amidst disruptions. However, barriers such as limited access

to training equipment and mental health concerns pose significant

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challenges to effective self-training (Johnson, 2021; Dettl-Rivera et al.,

2020; Shepherd et al., 2021). Understanding problems with equipment

access, coach communication, motivation, and the pandemic's effects on

student-athletes' well-being is still lacking in research. Stress and burnout

among student-athletes often increase due to balancing their commitments

to sports and academics. This dual role places immense pressure on them

to excel in both realms, resulting in detrimental effects on their mental and

emotional well-being.

In navigating these unprecedented challenges, student-athletes find

themselves at the forefront of managing the dual responsibilities of

academics and athletics. This juggling act often leads to heightened levels

of stress and burnout, as they face immense pressure to excel in both

realms. The strain of meeting academic deadlines while striving for athletic

success takes a toll on their mental and emotional well-being,

underscoring the urgent need for comprehensive support mechanisms

tailored to their unique circumstances.

Despite these challenges, self-training activities offer a promising

solution by empowering student-athletes to take charge of their physical,

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emotional, and interpersonal development. Engaging in self-training fosters

independence across multiple dimensions, including physical skills,

emotional resilience, and teamwork. By engaging in self-training, student-

athletes are empowered to take charge of their physical, emotional, and

interpersonal development in ways that transcend the boundaries of

traditional coaching methods. This proactive approach enhances their

athletic performance and cultivates a sense of autonomy and self-reliance

that extends far beyond the sports arena. Through self-directed training

regimens, student-athletes can tailor their workouts to suit their individual

needs and preferences, thereby maximizing their potential for growth and

improvement. Moreover, self-training fosters a sense of ownership over

one's development, instilling a deep sense of confidence and self-belief

that serves as a foundation for success both on and off the field.

Self-training is a crucible for developing invaluable skills essential for

success in athletics and beyond. As student-athletes engage in the

rigorous demands of self-directed workouts, they cultivate mental fortitude,

resilience, and perseverance in the face of adversity. The relentless pursuit

of personal goals and the discipline required to adhere to structured

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training regimens instill a sense of determination and grit that translates

into other areas of their lives. Moreover, self-reflection during training

sessions facilitates long-term personal development by providing student-

athletes with an opportunity to assess their strengths, weaknesses, and

areas for improvement. By fostering a mindset of continuous self-

improvement, self-training empowers student-athletes to embrace

challenges as opportunities for growth and to strive for excellence in all

aspects of their lives.

Research by Gomez (2018) supports the notion that self-training

fosters the development of mental fortitude and resilience among student-

athletes. Through self-directed workouts, student-athletes are challenged

to push their physical and mental limits, thereby building resilience in the

face of adversity. Additionally, Janner (2023) highlights the importance of

self-reflection in facilitating long-term personal development. By

encouraging student-athletes to assess their performance and set

meaningful goals during training sessions, self-training promotes self-

awareness and self-improvement.

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Furthermore, Mazerolle et al. (2016) emphasize the transformative

impact of self-training on student-athletes' mindset and attitude towards

challenges. Through pursuing personal goals and adhering to structured

training regimens, student-athletes develop a sense of determination and

grit beyond the sports arena. This mindset of continuous self-improvement,

as advocated by Bram and Putra (2019), empowers student-athletes to

embrace challenges as opportunities for growth and to strive for excellence

in all aspects of their lives.

The research highlights the difficulties encountered by student-

athletes when juggling rigorous academic requirements with demanding

training and competing schedules. Maintaining optimal performance in

both academics and athletics is sometimes difficult due to time

management concerns, elevated stress levels, and this delicate balancing

act. Even with the acknowledgement of these difficulties, there is still a

significant knowledge vacuum regarding the special requirements of

student-athletes, especially when it comes to self-education. In order to

examine the crucial role that self-training plays in resolving these issues

and enabling student-athletes to succeed both on and off the field, this
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introduction first gives a general overview of the difficulties that student-

athletes encounter as well as the gaps in the study.

Objectives

This study determined the learning experiences of the student

athletes with the goal of preparing self-training activities to enhance

training skills after the post-pandemic period.

Specifically, this sought to answers the following:

1. Explore the experiences of student-athletes in the new normal.

2. Determine the students’ level of independence in doing

training activities as assess by the student athlete and trainer along the

following aspects:

2.1. Physical;

2.2. Mental;

2.3. Interpersonal; and

2.4. Intrapersonal.

3. Determine the difference in the assessments by the two

groups of respondents.

4. Identify the constraints encountered in doing self-training.

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5. Propose self-training activities for student-athletes.

Hypothesis

The study tested the null hypothesis that there is no significant

difference on the students’ level of independence in doing training activities

as assessed by the student-athletes and trainers.

Scope, Delimitation, and Limitation of the Study

The study determined the learning experiences of the students-

athletes with the goal of preparing self-training activities to enhance

training skills after the post-pandemic period. Specifically, it explores the

experiences of student-athletes in the new normal and determined the

student’s level of independence in doing training activities as assessed by

the student athlete and trainer along the 62 trainers and 175 student-

athletes from public and private schools to physical, mental, interpersonal,

and intrapersonal aspects. Ten student-athletes were then selected to

participate in the interview, while 175 student-athletes from both public and

private schools as well as 62 trainers were present.

One limitation of this research is the data collection, as this dwells

on the perceptions and experiences of student-athletes. Additionally, the

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study has a limitation on the availability of participants and the

generalizability of findings beyond the specific context of Batangas City.

Moreover, the research does not aim to provide comprehensive solutions

to all challenges faced by student-athletes but rather to offer insights and

recommendations for improving support mechanisms and resources

tailored to their unique needs in the context of Batangas City

Pedagogical Implications

This study will shed light on the independence of student-athletes in

training and preparing activities for them. At the same time, the study will

help other teachers realize the importance of maintaining the readiness of

students who are participating in different sports competitions that require

sustained preparedness. With the prepared self-training activities, athletes

will be able to develop not just their physical aspect but equally important

as their mental, intrapersonal, and interpersonal attributes. For sports

coaches, this study will help them determine the independence level of the

student-athletes. The challenges experienced by the students will also help

in developing exercises and tasks that can be done independently at their

own pacing.
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Furthermore, the findings of this study could inform the creation of

educational and training programs that integrate self-training principles,

promoting independent and self-directed learning. This approach could

equip students with essential life skills, such as goal setting, self-discipline,

resilience, and effective self-assessment. These skills will not only benefit

them as student-athletes but also prepare them for success in their

academic and professional pursuits.

Definition of Terms

The following concepts were explained conceptually and/or

operationally in this part to help the readers grasp the study's content.

Constraints. It pertains to all factors, either negative or positive,

that influence learning and performance at any moment in time. (William

and Hodges, 2017). In this study, it refers to the occurrences that

experienced met by the student-athletes during self-training.

Independence. It refers to the ability of individuals to live on their

own and manage their daily lives without relying on constant assistance or

support. It involves having the freedom to make choices and decisions

about one's life and being able to exercise control and autonomy
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(Bergamin et al, 2022). In this study, it refers to the autonomy of the

student-athletes to perform sport training activities with limited guidance

from the coaches.

Interpersonal aspects. This concept involves the complex

interaction of behaviors, communication methods, and relational

approaches that individuals employ to manage social interactions and

connections (Koh & Tan, 2022). In this study, it refers to the ability of the

student-athletes to communicate and interact with other athletes in doing

self-training tasks.

Intrapersonal aspects. This dimension pertains to an individual's

innate abilities and actions that facilitate emotion regulation, problem-

solving, and knowledge acquisition (Legg and Raypole, 2020). It is one of

the study's components that deals with how student athletes demonstrate

their capacity to control their own minds or selves.

Mental aspects. It refers to a person's intellectual capacity that

permits them to be in the right frame of mind for an athlete to perform well

(Camplin, 2015). The psychological and emotional states of student-

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athletes in preserving their morals and mental acuity are discussed in this

study.

Physical aspects. The field of sports training deals with skills that

are dictated by the range of motion that a muscle can perform as well as

the rate at which force and energy can be created by the muscle

(Zahradnik and Korvas, 2014). It refers to the aspect of student-athletes'

independence in carrying out activities meant to enhance their physical

vigor and strength in this study.

Student-athlete. According to Government of the Philippines SB

No. 1194, 2010, it refers to a student who is enrolled in any school at the

moment, participates in any of the school's athletic teams or programs, and

represents the school in or intends to represent it in an interschool athletic

program or competition. These pupils are prepared to compete in a certain

sport during their program.

Self-training activities. A unique, scientifically grounded method of

training athletes on an individual basis with the goal of enhancing and

sustaining their ability to perform at a higher level across a variety of sports

(Meilleur, 2019). In the context of the study, it refers to the collection of

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tasks meant for students, some of which may be completed at their own

pace.

Sports training. a methodical approach to the development of every

element based on the length of training that results in senior-level

performance at the highest level in the chosen sports discipline (Zahradnik

and Korvas, 2014). This study pertains to the training that student-athletes

receive in order to get ready for various tournaments on various sports

programs.

Sports coach. According to William and Hodges (2017), creating a

training program that takes into account and incorporates all aspects that

influence performance requires the expertise of an inter-disciplinarian. This

study uses this term to describe the person in charge of helping the

student-athletes with their sports-related self-training activities.

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CHAPTER II

REVIEW OF LITERATURE

This chapter presents the literature which affects the present study

and its theoretical and conceptual frameworks.

Literature Review

The following literature shows specific concepts that concern the

characteristics and experiences of student-athletes, sports program, issues

and challenges in physical education training and preparation of training

activities.

Characteristics and experiences of student-athletes. According

to a qualitative investigation, parents and coaches thought that student-

athletes went through extreme mood swings, including easily getting

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irritated, discouraged, demotivated, agitated, and angry. Students lost their

desire, inspiration, and sense of social connection as a result of the

postponement of sporting events. Students are not practicing physical

fitness or preparing for competition; instead, they are consuming unhealthy

foods, watching television, playing online games, and sleeping poorly.

Nonetheless, a few individuals mentioned that they use home exercises,

online fitness programs, and general cardiovascular training (long runs,

bike rides, and swimming) to stay physically fit during the pandemic.

Frequent exercise lowers the risk of a viral infection by enhancing

and maintaining immunity. Accordingly, it is advised to preserve each

sport's unique elements while honoring its technical and metabolic

requirements (Simpson et al., 2015). According to Villa et al. (2022),

athletes are facing more obstacles, which is causing a decline in the

amount of physical activity they participate in. Moreover, noteworthy

discoveries elucidated the strategies sportsmen employ to manage their

stress, including playing mobile games as a diversion, focusing more on

at-home training, elevating the importance of education, fortifying familial

bonds, and getting enough sleep.

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Additionally, they created a sustainability program to help parents,

coaches, and trainers keep an eye on the players' health throughout the

isolation period. The study came to the conclusion that it had a negative

impact on the athletes' physical development. On the other hand, there

have also been emerging chances for constructive insights. For athletes

and coaches, this study offers a framework for sustaining peak

performance in the new normal.

Many people discover that they are unable to participate in their

typical individual or team sports while they are away from home. The

COVID-19 pandemic in the Philippines had a detrimental effect on leagues

and events for both competitive and recreational sports. As a result,

players were compelled to make swift adjustments to their training

schedules, which left coaches, specialists in strength and conditioning, and

athletes with little time to develop a long-term strategy (Jagim et al., 2020).

Long-term detraining has also been shown to cause a notable reduction in

maximal oxygen absorption, a loss of endurance that had previously been

gained, and most importantly, a loss of muscle mass and strength (Paoli &

Bianco, 2015). This has had an effect on the athletes' performance and
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health. Similar to physical exhaustion, mental exhaustion can be caused

by increasing the amount of time spent reading, talking on the phone, or

playing video games (Barbosa et al., 2020). Athletes' mental health

problems were also identified during the lockdown, including anxiety, social

isolation from teammates, and an inability to maintain training conditions

(Pons et al., 2020).

According to McGuine et al. (2021), team sport participants self-

reported higher levels of anxiety and depression symptoms during the first

few months of COVID-19 compared to individual sport athletes. As a

result, athletes who play team sports may find COVID-19 more difficult to

handle. Any type of physical activity has been linked to improved mental

health in young people (Ahn and Fedewa, 2021; Dale et al, 2019; Biddle et

al, 2019). Through physical education and extracurricular sports, schools

have long provided chances for social interaction and group-based

physical activity (Montgomery et al., 2020).

Additionally, Villa et al. (2022) noted that student-athletes

demonstrated a decline in physical activity level, which is related to the

amount of difficulties that athletes face. Moreover, noteworthy discoveries

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elucidated the strategies sportsmen employ to manage their stress,

including playing mobile games as a diversion, focusing more on at-home

training, elevating the importance of education, fortifying familial bonds,

and getting enough sleep. The conclusion reached was that it had a few

detrimental consequences on the athletes' physical development.

In the meantime, Andreato et al. (2020) discussed how crucial it is to

keep up a fitness regimen for one's physical health during this pandemic.

Frequent exercise lowers the risk of a viral infection by enhancing and

maintaining immunity. It is impossible to design a single training program

that works for every sport. Therefore, given the resources available,

strength and conditioning specialists ought to create a training regimen for

their players. Maintaining physical activity also helps to lessen the effects

of detraining and ease the transition back to a regular schedule following

home confinement.

Exercise and attention to athletes' eating habits during home

confinement are equally important. It is crucial that the athlete's level of

physical fitness does not drop off suddenly. Accordingly, a number of

studies have demonstrated that in athletes from a variety of sports, periods

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without training result in decreases in aerobic fitness, muscle strength,

muscle power, sprint performance, flexibility, and physiological adaptations

(Joo, 2020; Koundourakis, 2017; Pritchard, 2015).

Remaining indoors can cause a great deal of tension, anxiety, and

emotional anguish. Replacing outside activities with home-based ones,

such bodyweight training and aerobic dance exercise, as well as, if

feasible, aerobic high-intensity exercise with self-paced protocols on

stationary bikes or rowing ergometers, is the best option to address these

issues. Stretching and active gaming can be added to these activities, but

they should not be used in place of them. It is also crucial to emphasize

the necessity of maintaining a nutritious diet during this time of self-

isolation (Hammami et al, 2020).

Furthermore, Teodorescu (2021) revealed that, despite the

coaches' experience and the availability of online training, the data clearly

showed a decrease in the number of training hours prior to and during the

lockdown. This calls for the development of subsequent strategies to make

up for the deficits accumulated during the analyzed period once in-person

trainings become available. The coaches' assessment of the effectiveness

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of the online training sessions demonstrated a high degree of professional

maturity and urgency demanded by athletic performance, even if they also

recognized the shortcomings of the virtual distance preparation. Senior

athletes' motivation was hindered by the unpredictability of the competition

schedule, which had an impact on their will to keep up their preparation.

The coronavirus (COVID-19) has had a rapid and profound influence

on society, particularly on college students whose education was abruptly

moved to a remote learning style in the spring of 2020, causing a number

of health problems. The sudden cancellation of the spring sports seasons

raised questions about potential mental health issues that student athletes

may be having that could affect their future. The disruption that COVID-19

has produced and the detrimental effects it has had on athletes' physical

and mental health have been addressed by the National Collegiate Athletic

Association (NCAA) (14).

Athletes' mental health has been greatly damaged by the COVID-19

isolation standards, lockdown limits, and worldwide pandemic. This study

shows how the COVID-19 epidemic has affected athletes' mental health

and highlights how important it is for sports organizations and health

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authorities to prioritize and make plans for preserving athletes' physical

and mental health.

The study examined 80 research articles from various sources such

as ResearchGate, PubMed, Google Scholar, Springer, Scopus, and Web

of Science, focusing on 14 research articles. It highlights the mental,

emotional, and behavioral consequences of COVID-19 home confinement,

revealing that the lack of essential training, physical activity, practice

sessions, and collaboration with teammates and coaches are the main

contributors to mental health issues in athletes.

The research also explores the impacts of the pandemic on athletes

in different countries, fundamental mental health issues, diagnoses, and

the long-term effects of COVID-19 on sports and athletes. Overall, the

findings suggest that the pandemic has negatively affected athletes' mental

health, leading to increased anxiety and stress levels, while depression

symptoms have remained consistent. The study underscores the

importance of addressing and mitigating these negative effects on athletes'

mental health (Shukla et al, 2023).

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Jukic et al (2020) mentioned that the interruption of organized sports

activities, reduced communication between athletes and coaches,

restricted movement, limited exposure to sunlight, and suboptimal training

conditions are some of the several effects brought by the COVID 19

pandemic.

It is highly advised that in order to overcome these obstacles,

athletes be encouraged to see quarantine as a chance for personal

growth. This entails giving athletes direction, instruction, and support in

order to enhance their immunity and general well-being when they are

isolated by adhering to preventive measures and practicing good hygiene.

For at-home workouts, athletes should have access to cardio and

resistance training tools like rowing ergometers and portable bicycles.

Aerobic fitness can be improved with bodyweight resistance circuit training.

Training relevant to a given sport should be customized to meet the

demands of each athlete, with a focus on neuromuscular function.

Nutritional education is important for athletes, especially with

relation to protein and vitamin D intake, and enough hydration. It is

important to create strategies for managing body composition as well as to

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predict and treat mental exhaustion. Sufficient recuperation techniques

ought to be accessible, and regular observation is vital. Athletes have the

chance to reflect on their personal life and adjust to these difficult times

that are impacting people all over the world thanks to this exceptional

circumstance.

According to studies evaluated by Lundström (2022), being young

during a pandemic can be extremely difficult. People describe feeling

alone, constrained, losing important life experiences, and feeling the

effects of structural injustices. However, they also demonstrate that today's

youth are not only oblivious to the pandemic; rather, they are leading the

charge in community support organization and group mitigation efforts.

The essay concludes that additional agency-oriented research on youth

reactions is essential for a greater understanding of what it can mean to be

young in pandemic times based on the findings of the scoping review.

According to Pitacho et al. (2023), the COVID-19 epidemic and

pandemic resulted in severe social separation and isolation, as well as

major restrictions on a variety of activities, including sports. The purpose of

this study was to evaluate athletes' psychological well-being during a

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sports lockdown. Furthermore, we want to confirm that sleep disturbances

have a mediating effect on how stress and subjective happiness are

perceived. A total of 1492 Portuguese athletes representing eight different

team sports made up our sample.

Athletes were found to have high stress levels, low subjective

satisfaction levels, and sleep difficulties during the sports lockout. These

findings finally come to the conclusion that players' psychological health

and wellbeing are harmed by sports lockdowns. Athletes' increased stress

levels due to pay reductions amplify these detrimental consequences on

mental health. Ultimately, sleep functions as a mediator between the

subjective happiness scale and the feeling of stress. The conclusion

discusses the important contributions, constraints, and potential future

directions of this study.

In order to evaluate teenage athletes' athletic identities and mental

health during the COVID-19 pandemic, Antoniak et al. (2022) undertook a

study. Participants, who ranged in age from 11 to 25, were drawn from

universities, middle schools, and high schools in California and New York.

A survey regarding demographics, anxiety, depression, and athletic

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identity was included of the study. Their research showed that compared to

their male counterparts, female athletes had greater rates of anxiety and

despair throughout the epidemic.

In addition, compared to college students, high school students

reported higher symptoms of depression and fewer symptoms of anxiety.

Anxiety symptoms were more common in collegiate athletes. Furthermore,

compared to athletes with moderate or low athletic identities, those with

strong identities were more likely to experience depressive symptoms.

Female athletes were more likely to experience feelings of anxiety and

sadness even if their athletic identity scores were lower than those of male

players. This study highlights the need for assistance and intervention,

particularly for female athletes and those with strong athletic identities, and

gives insight on the mental health issues that adolescent athletes

encountered during the COVID-19 pandemic.

The global COVID-19 pandemic has significantly disrupted

international sports events, affecting athletes in many ways. In this

research, two studies were conducted to understand the challenges

athletes faced due to COVID-19 (study 1) and how elite athletes displayed
 26

resilience in adapting positively (study 2). Psychological resilience was

found to be a protective factor for athletes facing adversity. The study

collected data from 10 competitive elite athletes through in-depth

interviews, revealing major challenges such as event cancellations and

incongruence. Participants also shared their narratives of resilience,

emphasizing its importance. The results highlight the necessity of

treatments as well as the function of organizations, coaches, and sports

psychologists in assisting athletes' mental health and reintegration into life

after COVID-19 competition Gupta & McCarthy (2021).

Qualitative research revealed that student-athletes experienced

severe mood changes during the pandemic, such as frustration and

demotivation, due to the cancellation of sports events. Many students

replaced physical activities with sedentary behaviors like watching TV and

playing online games. However, some engage in online fitness programs

and home workouts to maintain their physical fitness. The lack of physical

activity during lockdown had negative effects on athletes' bodies and skills,

but it also presented opportunities for positive outcomes, such as

increased focus on academics and strengthened family relationships.

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The COVID-19 pandemic had a major effect on athletes' mental

health; participants in team sports reported higher levels of anxiety and

depression symptoms than athletes in individual sports. The lack of

physical activity and social connection during lockdown contributed to

mental health issues among athletes. Maintaining a training routine and

staying physically active were essential for boosting immunity and

minimizing the effects of detraining. Athletes were encouraged to engage

in home-based activities and maintain a healthy diet to support their overall

well-being.

Young athletes' mental health was also impacted by the epidemic;

compared to male athletes, female athletes had greater rates of anxiety

and sadness. In comparison to college students, high school pupils

reported higher symptoms of depression but fewer of anxiety. Athletes who

identified strongly as athletes were more likely to suffer from depressive

symptoms. Athletes who face adversity have been shown to benefit from

psychological resilience, which highlights the significance of therapies and

support networks in meeting athletes' mental health needs after the

pandemic. Overall, the study showed how important it is to provide

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student athletes with all-encompassing support networks that take into

account their emotional, mental, and physical needs. Organizations,

coaches, and sports psychologists all have a crucial role to play in helping

players overcome obstacles and reintegrate into sports after the pandemic.

In order to promote resilience, growth, and sustained athletic achievement

in the face of adversity, stakeholders must prioritize the holistic well-being

of student-athletes and acknowledge their particular challenges.

Sports program. Sports program is a structured and organized set

of activities and events designed by institutions or individuals with the

primary aim of facilitating the participation and development of individuals

in sports and physical activities. These programs encompass a wide range

of elements, including training, competition, coaching, and support

services, all of which are designed to enhance an individual's athletic

experience and performance (Coakley, 2015). Similarly, Chelladurai (2018)

views sports programs as intricately organized systems, emphasizing the

systematic allocation of resources and activities to optimize athlete

performance and well-being. His perspective considers the socio-cultural

and environmental context in which sports are conducted, highlighting the

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importance of adapting programs to align with the ever-evolving demands

of the sports community.

Burton (2015) delves into the role of sports programs in fostering

community engagement and contributing to social change. He sees these

programs as vehicles for addressing various societal issues, ranging from

health and well-being to social inclusion and empowerment. Burton's

perspective underscores the potential of sports programs as agents of

positive transformation beyond the athletic realm. Wann and Branscombe

(2015) explore the social identity and group dynamics within sports

programs. They consider sports as a platform for developing interpersonal

relationships, group cohesion, and a sense of belonging, contributing to a

collective sense of identity and purpose.

Meanwhile, Weiss (2015) focuses on the role of sports programs in

enhancing social and emotional development, particularly in youth sports.

He emphasizes how these programs provide opportunities for children and

adolescents to learn valuable life skills, such as teamwork, communication,

and emotional regulation, which can be applied both on and off the field.

Horn (2017) delves into the psychological aspect of sports programs,

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specifically their role in promoting self-determination and intrinsic

motivation among athletes. He sees sports programs as contexts that can

nurture athletes' intrinsic interest and passion for their chosen sport,

leading to enhanced emotional and intrapersonal well-being.

Carron and Eys (2015) emphasized the group dynamics and

cohesion within sports programs. They view sports as a setting where

interpersonal relationships, shared goals, and team unity are cultivated.

The development of interpersonal skills and strong bonds with teammates

and coaches plays a vital role in their perspective.

This relates to the research conducted in 2021 by Elliot et al., which

helped to clarify why student-athletes participate in sports. The themes that

were found were useful in developing a plan of action to help address their

physical and mental decline. In order to help parents train at home during

lockdown, support their attempts to recuperate, and guarantee the

continued existence and profitability of kid sport, part of this involves

offering extra resources and tools.

Furthermore, Ellis et al. (2020) found that gamers kept using games

to stay socially connected and to exercise. Participants reported using

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video games as a means of amusement and emotional coping throughout

the epidemic, as well as a way to decompress, relieve stress, and treat

mental health issues.

According to Rice et al. (2016) and Souter et al. (2018), daily

conditioning training may also aid in easing the stress and anxiety

associated with being confined to one's house, as a traumatic life event

can contribute to poor mental health in elite athletes. An abrupt change in

daily routine, the adoption of home confinement measures, and the

uncertainty surrounding the date of return to activities can cause athletes

to experience conditions that negatively impact their mental health. These

conditions can include tension brought on by the abrupt change in routine

and internal sources of distress like worry about their performance upon

return and financial difficulties.

Negative emotions like worry and sadness, bad habits like drinking

and smoking, as well as food and sleep issues, can all result from this time

(Andrade et al, 2019; Brant et al, 2014; Gouttebarge et al, 2016; Muir and

Munroe-Chandler, 2020; Schinke et al, 2018). In light of this, coaches,

strength and conditioning coaches, and athletes should be mindful of

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recognizing and handling these experiences as well as seeking assistance

and social support when needed in order to address any potential

emotional concerns that may arise during the home confinement (Cormier,

2015; Souter et al, 2018). Additionally advised are relaxation methods like

body scans, deep breathing, mindfulness, and meditation (Moore, 2019).

Exercise and attention to athletes' eating habits during home

confinement are equally important. For athletes, this could be a time of

inactivity that results in the impulsive or anxious eating of high-calorie

meals (Rice, 2016). Athletes should consume less calories in this way. We

advocate actions such, if at all feasible, reducing the portion sizes of

macronutrients; cutting back on, or even stopping the use of, dietary

supplements; giving priority to foods that strengthen the immune system;

and staying away from highly processed foods (Schnabel et al, 2018).

Meals that include fruit and vegetables, sources of antioxidants and

vitamin C, and a sufficient amount of protein, such as meat or eggs, are

therefore advised. Lastly, at this time, athletes are not need to follow

stringent diets. Uncontrolled food consumption has been linked to poor

diet, an increased risk of weight gain, injuries, and gastrointestinal issues,

 33

as well as the potential to swiftly undo all training gains (Close et al, 2019;

Schnabel et al, 2018).

Maintaining physical activity also helps to lessen the effects of

detraining and ease the transition back to a regular schedule following

home confinement. Sports and competitions have been halted due of the

pandemic, and it is unclear when many of them will resume. Given the

pandemic's detrimental effects on the economy, there's a probability that

these activities will pick back up for a little while when home confinement

ends.

It is crucial that the athlete's physical fitness does not drastically

diminish as a result. Accordingly, numerous studies have demonstrated

that in athletes from a variety of sports, periods without training result in

decreases in aerobic fitness, muscle strength, muscle power, sprint

performance, flexibility, and physiological adaptations (Joo, 2018;

Pritchard, 2015; Because of this, athletes must continue to be active in

order to slow down the rate and degree of detraining that should result

from modifications to their training regimens. Furthermore, focus needs to

be placed on athletic fitness. Athletes should therefore make an effort to

 34

execute the technical motions of their sport, even though this is frequently

impossible due to factors like reliance on the opposition in team sports,

equipment requirements, or the location of practice, as in swimming.

Ines (2021) noted that family disputes can lead to interpersonal

tension, particularly for individuals who feel under pressure to succeed

academically and athletically. These, she determined, are associated with

stress in relationships, the classroom, and finances. Stress can negatively

impact student-athletes' conduct, emotions, cognition, behavior, and

general well-being in addition to their athletic and academic success.

Both vigilant and cognitive avoidance coping strategies were

employed by student athletes. These strategies included time

management, talking things out with teammates, attending to other

athletes' needs, maintaining focus on the task at hand, resolving

disagreements, using positive self-talk, studying diligently, inspiring others

to study, asking coaches, superiors, or counselors for assistance, putting

their academics first, and setting a good example for others to follow.

According to Davies and LoGalbo (2021), engaging in sports can

improve mental health by fostering social connections, boosting self-

 35

efficacy, and reducing depression. As such, institutions should provide

special attention to this particular demographic, which lacks a strong

protective factor. There should be resources available to athletes on

campus and in the community for obtaining mental health care. Athletes

can connect through online activities and opportunities provided by

coaches and sports personnel. According to Jamison's (2021) findings,

collegiate athletes, irrespective of gender, exhibited greater levels of

intrinsic motivation compared to extrinsic motivation. Additionally, they

scored highest on satisfaction of relatedness when considering their ability

to continue their sport training during quarantine.

In addition, Tayech et al. (2020) clarified that athletes need to

maintain a healthy, balanced lifestyle that includes exercise, proper diet, a

regular sleep schedule, and a rhythm of life. Routine training is challenging

to carry out, though, given the current pandemic and confinement. The

majority of athletes will have to figure out the best way to keep their levels

of physical, physiological, and psychological performance as near to their

baseline abilities as they can. Exercises should be tailored to the

individual's level of fitness, according to Chtourouz et al. (2020). A

 36

progressive model of training volume and intensity should be used, ideally

with wearable sensors and phone applications to track improvement.

In general, sports programs play a crucial role in facilitating the

participation and development of individuals in sports and physical

activities. These programs encompass various elements such as training,

competition, coaching, and support services, all aimed at enhancing the

athletic experience and performance. Additionally, sports programs can

foster community engagement, contribute to social change, and provide a

platform for developing interpersonal relationships and a sense of

belonging. Further, maintaining a balanced and healthy lifestyle, including

exercise, nutrition, sleep, and a regular rhythm of life, is essential for

athletes. During the pandemic, athletes may need to adapt their training

routines and utilize technology such as phone applications and wearable

sensors to monitor their progress. Overall, sports programs have a

multifaceted impact on individuals, communities, and society. This not only

promotes physical fitness and athletic development but also contributes to

social, emotional, and psychological well-being.

 37

Issues and Challenges in Sports Training. Hastie (2017) focuses

on the challenge of inclusivity in physical education training. He addresses

the need to provide equitable opportunities and accommodations for

students with disabilities, ensuring that physical education is accessible to

all. Metzler (2017) discusses the challenge of promoting lifelong physical

activity beyond the classroom setting. He emphasizes the need for

physical education to instill a love for physical activity that continues into

adulthood, addressing the issue of physical inactivity in society.

In addition, Rink (2016) highlights the challenge of assessing and

evaluating student learning in physical education. He explores the

complexities of measuring physical skills, health-related fitness, and

cognitive knowledge while ensuring that assessment methods are valid,

reliable, and fair. Fernández-Río (2018) discusses the challenge of

aligning physical education with current educational policies and

standards. He explores the tension between traditional physical education

models and the need to adapt to evolving curriculum and assessment

guidelines. Silverman (2019) addresses the challenge of teacher

preparation and professional development in physical education. He

 38

emphasizes the importance of ongoing training to keep physical education

instructors up to date with the latest pedagogical approaches, research,

and teaching methods.

Babul et al. (2021) found that the weather and limits on being at

home affected changes in social contacts, physical exercise, and mental

health. Participation in physical exercise was influenced by social support,

online learning, routine modifications, and resource accessibility. The start

of the pandemic affected opportunities for face-to-face social interactions

that were made at school and via sports. Participants stated that physical

activity, online learning, and social relationships all had an impact on their

mental health.

According to Hammami et al. (2020), the WHO suggests that adults

and older adults engage in 150 minutes per week of moderate physical

activity or 75 minutes per week of vigorous physical activity, which should

include three days per week of muscle and bone strengthening, for every

60 minutes of moderate-to-vigorous physical activity for those aged 6 to 17

years. Coach training programs should be reorganized, and techniques to

aid in coaches' learning should be suggested by Santos et al (2020).

 39

Bodyweight training, dancing, aerobic exercise training on a bike or

rowing ergometer, and active video gaming are some of the realistic

suggestions for staying active at home that might help offset the negative

physical and psychological impacts of the COVID-19 protective lifestyle

requirements. They identified several constraints in doing self-training

which includes the changing restrictions due to unexpected COVID-19

cases, motivation of the student-athletes, access to information, anxiety

with the people whom they will be interacting and availability of equipment

to support home-based training.

Elliot et al.'s study from 2021 revealed a drop in both physical and

mental well-being, an increase in family connectedness, the difficulty

sports have in luring volunteers and participants back into the game, and

the chance to reevaluate the principles and values that underpin youth

sports programs. According to Jukic et al. (2020), the following are the

organizational repercussions of isolation or quarantine: improper training

circumstances; lack of organized competition and training; poor

communication between coaches and athletes; restriction of movement;

and inadequate exposure to sunshine.

 40

According to Bullard (2021), white individuals reported more

difficulties with social distancing than participants of other races or

ethnicities. Lack of funding and unavailability of facilities for training for

their sport were linked to mental discomfort. Student athletes suffered from

an overall sense of powerlessness, elevated stress levels, and lowered

motivation as a result of this setback. It is clear that in order to give

modalities supporting anxiety coping, interventions must be offered both in-

person and remotely.

One of the persistent challenges in physical education is the limited

amount of time allocated for this subject within the school curriculum.

Research by authors like Hastie (2015), Metzler (2017), and Rink (2016)

has consistently highlighted how the brevity of physical education classes

affects the quality and depth of learning. This issue has far-reaching

consequences, as inadequate time can hinder students' development of

fundamental motor skills, physical fitness, and overall understanding of the

importance of an active lifestyle. Furthermore, the limited time often forces

physical education instructors to prioritize certain activities over others,

 41

potentially neglecting essential components of a comprehensive physical

education program.

According to Washif et al. (2021), lockdown caused athletes to alter

their training habits, favoring more solo training and training to support

overall health and well-being (i.e., staying physically active) over sport- or

discipline-specific training. This was partially due to a lack of resources

(such as facilities, equipment, space, and multidisciplinary support teams),

with higher classification athletes having preferential access to these

resources. More than half of the athletes polled stated that these training

adjustments decreased motivation (and damaged mental health in many

more ways). Regardless of its classification, sports teams or organizations

should use online learning and engagement platforms that give free

access to seminars and workshops to provide athletes with the materials

they need.

The availability and quality of facilities and resources for physical

education activities can impact the program's effectiveness. Studies

conducted by authors such as Metzler (2017) and Fernández-Río (2018)

have shown that schools frequently struggle with insufficient gymnasium

 42

space, outdated or inadequate equipment, and budgetary constraints.

These limitations can lead to compromised learning experiences for

students. Inadequate resources can limit the variety of physical activities

that can be offered, impacting the development of a well-rounded physical

education program. Furthermore, the lack of proper equipment can also

compromise the safety of students during physical activities, raising

concerns for instructors.

Engaging all students in physical education activities poses a

considerable challenge. Researchers like Silverman (2015) have

investigated strategies for enhancing student motivation and participation.

Findings suggest that diverse teaching approaches, such as incorporating

choice-based activities and incorporating student interests, can help

promote engagement. However, it is important to recognize that different

students may have varying levels of enthusiasm for physical activities.

Factors such as individual preferences, skill levels, and self-esteem can

influence motivation. Identifying and addressing these issues is crucial for

creating an inclusive and positive learning environment in physical

education.
 43

Assessing student learning and performance in physical education is

a complex and multifaceted challenge, as discussed by Rink (2016).

Findings reveal that the diversity of skills and competencies encompassed

in physical education, from motor skills to knowledge of health and fitness,

makes it challenging to employ a one-size-fits-all assessment approach.

Researchers have explored various assessment methods, including

portfolios, peer evaluations, and criterion-referenced tests. However, the

challenge lies in selecting appropriate assessment tools that effectively

measure student progress and providing meaningful feedback to support

their growth in physical education.

Furthermore, Jagim et al. (2020) found that during the shutdown

measures, athletes lacked access to a wide variety of resistance training

equipment.

In response to COVID-19, Bullard (2020) investigated the

psychological distress and programming requirements of Division III

student-athletes. Participants' levels of anxiety were measured using the

Generalized Anxiety Disorder 7-Item Scale (GAD-7) and the Coronavirus

Anxiety Scale (CAS). The results indicate that anxiety was present during
 44

the pandemic in both genders and across all academic years, and that

these findings merit further attention and investigation. Important findings

showed that female participants were more likely than male participants to

use mindfulness techniques, express worry about the fall 2020 semester

and the future connected to COVID-19, use social media for at least four

hours a day, and manage their schoolwork effectively.

The results also showed that white individuals reported more

difficulties with social separation than participants of other races or

ethnicities. Lack of funding and unavailability of facilities for training for

their sport were linked to mental discomfort. Student athletes suffered from

an overall sense of powerlessness, elevated stress levels, and lowered

motivation as a result of this setback. It is clear that in order to give

modalities supporting anxiety coping, interventions must be offered both in-

person and remotely.

During the COVID-19 pandemic, Brenner et al. (2023) found a

correlation between Division III student-athletes' anxiety levels, gender,

and sport of choice. The Generalized Anxiety Disorder 7-Item Scale (GAD-

7) was used in a Qualtrics survey to collect data on demographics,

 45

pandemic-related fears and worries, and generalized anxiety symptoms.

Compared to female team sport athletes, female individual sport athletes

reported mild-to-severe anxiety symptoms three times as frequently.

Compared to female team sport athletes, male individual sport athletes,

and male team sport athletes, female individual sport athletes were more

likely to report experiencing symptoms of anxiety. Sports-related

universities must help collegiate student-athletes by offering extra

counseling, telemedicine, and social support in order to mitigate the mental

distress brought on by the COVID-19 pandemic.

The impact of athletic identity and involvement in sports on athletes'

psychological health during a pandemic was investigated by Uroh and

Adewunmi (2021). The study aimed to investigate the psychological effects

of the coronavirus lockdown on athletes who were unable to perform their

regular everyday activities. In the sixth week of Nigeria's entire lockdown,

athletes from nine different sports responded to an online poll. The Kessler

Psychological Distress measure (K10) and an athletic identity measure

make up the online survey. The gathered data were subjected to a 0.05

level of significance Mann-Whitney test and multiple regression analysis.

 46

The result of the findings revealed some athletes competing in

individual sports experience elevated levels of psychological distress

during the coronavirus pandemic, therefore they need the support of a

sports psychologist during such periods to help in maintaining their

psychological well-being.

Shepherd (2021) noted that COVID-19 limits resulted in lower levels

of physical activity, higher screen time, and worsening mental health in

young people; yet, more research is needed to fully comprehend the

experiences of high school student-athletes. In order to investigate the

effects of the COVID-19 epidemic on the physical activity, social

connections, and mental health of student-athletes, a group of twenty high

school athletes from Calgary, Alberta, took part in semi-structured

interviews that were prepared using phenomenography. Participants

noted that weather and stay-at-home restrictions affected their levels of

physical exercise, social relationships, and mental health.

According to a study by Harman et al. (2022), perceptions of

perceived strictness regarding lockdown mobility constraints, decreased

 47

lockdown-specific resilience, and declines in training volume all contributed

to perceived barriers to training during a lockdown.

Numerous factors present challenges for sports training. For

instance, equitable opportunities and assessments should be provided to

diverse pupils in physical education. Resources ought to be accessible at

all times. A key factor in determining the effectiveness of training is the

facilities. The idea that better results come from longer training sessions is

noteworthy. Unavoidable events, like the lockdown brought on by the

COVID-19 epidemic, also had an impact on sports training. In these kinds

of situations, athletes require more inspiration and support. Their mental

and physical toughness declined, and this problem needs to be addressed

right now.

Preparation of Training Activities. Training programs are linked to

the abilities, know-how, and approaches required to perform a specific job,

according to Butler (2010). It can involve teaching an athlete new abilities,

exposing them to novel concepts, providing an opportunity for practice and

feedback on various approaches or methods of working with people, and

 48

allowing them to share their work with one another. One of the most

promising paths to better instruction is through in-service training.

Training programs are the culmination of all curricular and

experiential learning that helps a person become more capable and

content in a certain professional capacity (Ong, 2013). Enabling teachers

to gain new knowledge and teaching abilities is the main goal. Its main

goal is to establish learning environments that help educators become

more productive in the classroom. In this sense, a lot of the change in

teaching and learning is being driven by teacher in-service training.

According to Cohen (2017), it is organizing connected initiatives into a

program and managing it with the use of management strategies,

expertise, and abilities.

High school athletes follow rigorous daily routines, balancing

practices, classes, and schoolwork according to Ho (2023). Despite the

demanding schedule, many students find motivation and numerous

benefits in participating in sports. Research from the Journal of Adolescent

Health indicates that engaging in sports improves mental health, leading to

lower rates of depression symptoms, increased self-esteem, and reduced

 49

psychological distress among student athletes. Dr. Lisa Damour, a

specialist in child and adolescent development, emphasizes the

significance of sports in providing downtime, fun, and overall well-being.

Exercise is shown to enhance sleep and mental health, contributing to self-

worth through athletic achievement and team participation.

Moreover, sports play a pivotal role in cognitive development, as

indicated by a study from the University of Rochester, which highlights

improved blood flow to the brain and enhanced nerve connections. This

positively impacts concentration, memory, creativity, and problem-solving

abilities. The Oracle's survey at Archer reflects the widespread belief in the

positive impact of sports on mental health, with 84% of respondents

acknowledging its positive effects.

The Journal of Sport and Exercise Psychology emphasizes the role

of sports in identity development, fostering a sense of belonging and

connection among student athletes. While the challenges of time

management are acknowledged, the California State University study

reinforces that finding a balance between academics and athletics is

essential for academic success. Sports, as highlighted by Archer swim

 50

coach Wilma Wong, not only build life skills but also teach athletes to

endure hardships, overcome challenges, and live without regrets. The

pursuit of long-term goals and a support system are identified as crucial

elements in maintaining determination and enjoying the journey in sports.

All things considered, the advantages of athletics go beyond

physical health to include mental well-being, personal growth, and a

passion of learning that lasts a lifetime.

Furthermore, Anderson (2012) pointed out that not planning is the

same as intending to fail. Strategic planning is not easy, though.

Overscheming could lead to problems. The primary objective is to think

and act strategically, even though numerous other planning strategies,

such scenario planning and strategic dynamism, have also been advised

for academic pursuits. Though it is important to keep in mind that planning

should ideally handle both extremities of the spectrum, university cultures

are significantly more subtle than that.

Moreover, Nielsen (2019) said that the initiation of first-year students

into weight training programs varies widely. Despite the increasing

presence of qualified coaches at the high school level, many incoming

 51

college athletes still require developmental work. The focus on strength

and conditioning is evolving, with an emphasis on knowing how to

progress athletes through stages based on technical proficiency rather

than sheer strength levels. The Freshman Developmental Model,

grounded in Istvan Balyi's research on long-term athlete development,

serves as the foundation for this approach.

The developmental model of the training activity consists of four

stages. Stage 1, labeled "Learn to Train," focuses on teaching basic

movement patterns and building work capacity. It addresses the common

issue of incoming first-year students lacking sufficient work capacity. The

emphasis is on diaphragmatic breathing, fundamental movement patterns,

and work capacity components. Stage 2, "Train to Train," progresses

rudimentary movements to more advanced ones, incorporating structured

programming and introducing Olympic-style weightlifting movements.

Coaches play a crucial role in guiding athletes through this educational

phase.

As athletes advance to Stages 3 and 4, the training becomes more

focused, addressing specific strengths and weaknesses, and tailoring the

 52

program to the athlete's specific sport requirements in the pursuit of

optimal performance. The overarching philosophy emphasizes technical

progression as the key differentiator in programming, and coaches are

urged to prioritize athletes' readiness over pursuing records or social

media acclaim. The goal is to prepare athletes for success on the field,

recognizing that everyone may progress at a unique pace (Bondarchuk,

2016).

Cece et al. (2020) posited that the intensity and emotional nature of

racket sports make mental skills a crucial factor, prompting a growing body

of literature exploring the association between mental skills and positive

outcomes in these sports. However, access to programs aimed at

enhancing athletes' mental skills poses a significant challenge for coaches,

athletes, and parents.

Positive outcomes were observed in performance indicators,

including improved service efficacy and stroke quality, along with the

development of targeted mental skills like concentration and motivation.

However, notable gaps were identified, including a weak representation of

females and novice players among the participants, urging further research
 53

to address these disparities. Moreover, the uneven representation of

techniques and outcomes underscores the need for tailored mental

programs catering to the unique demands of racket sports and a diversified

focus on mental skills, such as emotional intelligence and coach education.

Chen et al. (2021) emphasized the importance of self-training in

athletic exercise. However, using incorrect training postures without a

coach's guidance might seriously injure your body's muscles and

ligaments. Thus, one current area of research is the creation of computer-

assisted self-training systems for athletic exercise. In this work, we present

YogaST, a yoga self-training method designed to teach practitioners how

to practice asanas (yoga postures) correctly and avoid injuries brought on

by incorrect postures.

Using two Kinects with perpendicular viewing angles, YogaST uses

expert knowledge of yoga training to examine the practitioner's posture

from both front and side perspectives and helps them correct incorrect

postures. The human body's bones, features, and contours are taken out

to show posture. Next, YogaST assesses the posture of the practitioner

 54

and provides them with visually guided instructions for correcting their

posture, making the process simple for them to understand.

Training programs, considering the wide fields from education to

athletics and designing self-activities, emerge as linchpins for skill

development and knowledge acquisition. In education, in-service training

empowers teachers systematically, while sports not only enhance physical

fitness but also contribute to mental health and cognitive development.

Self-training activity development requires strategic planning and

delegation, echoing the need for well-structured training. The Freshman

Developmental Model in athletics emphasizes personalized approaches,

and mental skills in racket sports highlight the intersection of training and

psychological well-being. Additionally, innovations like YogaST underscore

technology's role in enhancing self-training precision. Collectively, these

concepts and ideas underscore the universal value of well-designed

training programs in fostering competence, resilience, and holistic

development.

Fleck and Kraemer (2018) focus on the principles of program

design, advocating for the development of comprehensive training

 55

programs. They emphasize the need for a well-rounded approach to

training, including strength, power, endurance, and skill development, to

address the varied demands of sports. Bondarchuk (2017) focuses on

exercise classification and prioritization based on the individual athlete's

strengths and weaknesses. He underscores the importance of categorizing

exercises and their intensity levels to optimize the training process and

improve athletic performance. Haff and Triplett (2021) focus on the

importance of organizing training activities to address various aspects of

strength and power development. They advocate for concurrent training,

which combines diverse types of training within the same program, to

enhance multiple performance attributes simultaneously.

According to Stokes et al. (2020), there may be significant changes

in body composition and function during a prolonged period of decreased

training if focused intervention is not provided. Nonetheless, there are

techniques that can significantly reduce the likelihood of failure, such as

plyometric training, resistance training to failure with lighter loads, high-

speed running exposure to guarantee proper hamstring conditioning, and

dietary intervention. Athletes may need psychological help because of the

 56

difficulties that come with being alone and having their usual training

regimen altered.

Bullard (2020) mentioned that being able to understand the

psychological effects and impact on college students’ well-being

encountered during the pandemic is especially important to assist

institutions in developing and implementing appropriate programs and

resources to support students. Grubic et al. (2020) stated the importance

of providing “immediate intervention” due to the burden the pandemic has

placed on the mental well-being of students. Villa (2022) added that a

sustainability program that assists coaches, trainers, and parents in

monitoring the athletes' well-being during the quarantine period may be

developed.

Video games were seen beneficial, as they serve as emotional

coping to lower stress, relax and alleviate mental health conditions. That is

why Ellis (2020) recommended the use of AR games to potentially promote

physical and mental health during the COVID-19 pandemic. Games can

improve physical and mental health by providing virtual socialization,

sustained exercise, temporal routing, and mental structure. Hammami et al

 57

(2020) identified that the best way to overcome training problems among

student-athletes is to replace outdoors activities with home-based

activities, such as bodyweight training and dance-based aerobic exercise,

and if possible, aerobic high-intensity exercise using stationary bikes or

rowing ergometers, also with self-paced protocols. These activities can be

combined with, but not substituted by, stretching and active gaming. The

foremost importance of a healthy diet during this self-isolation period also

cannot be underestimated.

In addition, Jukic et al (2020) recommended encouraging the athlete

to reset their mindset to understand quarantine as an opportunity for

development, organizing appropriate guidance, educating and encourage

athletes to apply appropriate preventive behavior and hygiene measures to

promote immunity and ensuring good living isolation conditions. The

athlete’s living space should be equipped with cardio and resistance

training equipment (portable bicycle or rowing ergometer). Some forms of

body mass resistance circuit-based training could promote aerobic

adaptation. Sports skills training should be organized based on the

athlete’s needs.
 58

Personalized conditioning training should be carried out with

emphasis on neuromuscular performance. Athletes should also be

educated about nutrition (Vitamin D and proteins) and hydration. Strategies

should be developed to control body composition. Mental fatigue should be

anticipated and mentally controlled. Adequate methods of recovery should

be provided. Daily monitoring should be established. However, Hammami

et al (2020) provided practical recommendations for staying active at

home, with aerobic exercise training on a bike or rowing ergometer,

bodyweight training, dance, and active video gaming, can aid to counteract

the detrimental physical and mental side-effects of the COVID-19

protective lifestyle regulations. Home-based activities provide an

opportunity for people to stay fit and healthy by practicing simple

movements while staying at home

Also, Jagim et al (2020) suggested that in the future, practitioners

should have preparations in place in the event of another lockdown period

or future pandemic to avoid or minimize significant disruptions in training.

Special considerations may be needed when athletes are allowed to return

to sport in the event of significant levels of detraining that may have

 59

occurred. Moving forward, strength and conditioning professionals should

prepare in-home training program options and look to integrate easy-to-

implement training modalities (i.e., body weight, bands, kettlebells,

plyometrics, etc.), to elicit the desired training stress required to optimize or

at least maintain training adaptations in the event of another shutdown

period.

Additionally, athletic departments may consider investing in mobile

training equipment kits that could be checked out for athletes in the event

of extended periods of lockdown. The ability to maintain training

adaptations and conditioning levels during a pandemic or lockdown would

contribute to increased injury resilience and a safe return to sport following

an extended period of decreased physical activity.

Hanifah (2022) showed the potential of VR sports games in

positively influencing sports engagement and health among participants

with the vigor and dedication positively influencing health. Future studies

may involve the exploration of the effectiveness of VR to promote

engagement and health through a randomized controlled trial with a longer

time and across various populations.

 60

Moreover, Bullard (2020) argued that the abrupt cancellation of

athletic events and seasons raised concern about the experienced

physical and mental distress among student athletes which may impact

their future. His study disclosed that during this pandemic, student-athletes

experience similar levels of anxiety regardless of their age and academic

year. Although, findings indicated that female were more likely to

effectively manage their schoolwork than men. Mental distress was

associated with lack of resources and the absence of available facilities to

train for their sport. This setback led student-athletes to experience

decreased levels of motivation, increased feelings of stress, and general

feelings of helplessness. The need for interventions to be provided both

remotely and in-person to provide modalities assisting in coping with

anxiety is apparent.

Based on the research, training activities play a crucial role in the

development of coaches and athletes. Coaches benefit from in-service

training that focuses on creating effective learning environments and

improving instruction. This helps them enhance their skills and knowledge

to provide better guidance to their athletes.

 61

On the other hand, high school athletes also greatly benefit from

participating in sports. It not only helps them improve their physical health

but also has a positive impact on their mental well-being. Sports contribute

to their cognitive development and personal growth, leading to an overall

improvement in their performance and success.

In program design, strategic planning is emphasized to optimize

training for athletes. Novel approaches, such as the Freshman

Developmental Model, are introduced to ensure that athletes receive the

training they need to reach their full potential.

Furthermore, mental skills training is highlighted in sports like racket

sports, where athletes learn to develop their mental strength and

resilience. In addition, the use of technology, such as self-training systems,

has become increasingly important in providing athletes with personalized

training programs.

During the COVID-19 pandemic, video games and augmented

reality (AR) games have been recommended to promote physical and

mental health. These games provide a fun and engaging way for athletes

to stay active and maintain their well-being while staying at home. Practical
 62

recommendations for staying active at home are also provided to support

athletes during lockdowns.

Preparing training activities is a huge step to reach the goal. The

experience is skill and knowledge based. Regular training helps the

athletes a lot. Development of the identity and sense of belongingness are

achieved when players are prepared through various training. Thus,

planning is a brother to preparations. ‘The earlier, the better’ is the name of

the game. Accomplishing every stage of training is like tallying the victories

that lie ahead. Staying positive and a good mindset amidst the arduous

work are a sure weapon while preparing for bigger battles. Together with

the coaches or instructors, no one will be left behind, whatever the time is,

whatever the circumstances are.

Theoretical Framework

The theoretical framework for this study is anchored in three

prominent psychological and educational theories, each of which

contributes unique insights and perspectives to the exploration of self-

training activities for student-athletes. These theories, namely Self-

Determination Theory (SDT), Motor Learning Theory, and Practice

 63

Variability Theory, provide a comprehensive foundation for understanding

the motivational, skill acquisition, and adaptability aspects of the study.

Self-Determination Theory (SDT), pioneered by Ryan and Deci,

elucidates the critical role of fostering autonomy in empowering athletes to

take ownership of their training regimens. By providing opportunities for

athletes to make meaningful choices regarding their training routines,

coaches can instill a sense of control and self-determination, thereby

enhancing motivation and commitment levels. Deci argued that self-

determination theory posits that all individuals have an inherent

psychological need for autonomy, competence, and relatedness. When

these needs are supported, people are more motivated to engage in

activities and pursue goals.

Moreover, promoting competence through tailored training programs

that align with athletes' skill levels and developmental needs cultivates a

sense of mastery and efficacy, fostering intrinsic motivation and

persistence. Additionally, nurturing relatedness by fostering supportive and

inclusive training environments that foster a sense of belonging and

camaraderie among athletes can bolster motivation and overall well-being.

 64

Thus, by integrating SDT principles into coaching practices, coaches can

optimize athlete engagement, satisfaction, and performance outcomes.

Motor Learning Theory, as elucidated by Schmidt, posits that motor

skill acquisition unfolds through distinct stages, including the cognitive

stage, wherein learners rely on conscious effort and cognitive processing

to comprehend and execute a skill; the associative stage, characterized by

refinement and error correction through repeated practice and feedback;

and the autonomous stage, wherein skills become automated and

executed effortlessly with minimal cognitive effort. The theory is in one

way, or another related to the following stages: cognitive, associative, and

autonomous. These stages represent how individuals progress from

initially learning and understanding a skill to refining and automating it

through practice and feedback. In the context of this study on self-training

activities for student-athletes, understanding Motor Learning Theory is

indeed valuable.

Within the context of self-training activities for student-athletes,

Motor Learning Theory offers valuable insights into the progressive

development of athletic skills and movement patterns. Coaches can

 65

leverage this understanding to design training interventions that scaffold

athletes' progression through the various stages of skill acquisition, thereby

optimizing learning outcomes and skill retention. By incorporating

evidence-based coaching strategies informed by Motor Learning Theory,

coaches can facilitate more efficient and effective skill acquisition

processes, enhancing athletes' performance proficiency and long-term

athletic development.

Practice Variability Theory, advanced by Shea and Schmidt,

emphasizes that exposing athletes to diverse practice conditions and

contextual variations challenges their perceptual-motor system, fosters

adaptability, and enhances skill transfer to real-world performance

contexts. By integrating Practice Variability Theory into coaching practices,

coaches

Self-
Motor Learning
Determination
Theory
Theory

Training Activities
 66

Practice
Variability Theory

Figure 1
Theoretical Paradigm on the Proposed Self-Training
Activities for Student-Athletes

can design training sessions that incorporate a variety of drills, exercises,

and environmental conditions to expose athletes to a range of movement

challenges and task constraints. This theory suggests that practicing a skill

with variations and slight modifications, rather than constant repetition

under

the same conditions, can lead to more effective learning and skill retention.

This encourages athletes to develop versatile and adaptable skill

repertoires, enabling them to thrive in dynamic and unpredictable

competitive environments. Additionally, by systematically manipulating

 67

practice variables such as task complexity, environmental conditions, and

feedback provision, coaches can optimize athletes' learning experiences

and accelerate skill acquisition processes. Thus, by embracing the

principles of Practice Variability Theory, coaches can empower athletes to

become more resilient, adaptable, and proficient performers across

diverse sporting contexts. Self-training activities for student athletes will be

a reality in any form and whatever the circumstance is. The theoretical

paradigm of the study is shown in Figure 1.

Conceptual Framework

The conceptual framework of this study was developed to provide a

structured approach in understanding and enhancing self-training activities

for student-athletes. In this type of engagement, self-training has become

increasingly essential for athletes' progress and success. To ensure that

these training activities are both effective and motivating, it is crucial to

delve into the experiences of student-athletes themselves, assess their

perceived level of independence in self-training, and identify the

constraints they encounter. The conceptual paradigm of this study is

shown in Figure 2.
 68

As shown in the figure the three key input variables drive the

research. The experiences of student-athletes, gathered through

interviews, provide unique insights into their self-training journey.

Concurrently, a survey questionnaire assesses the perceived level of

independence from both student-athletes and trainers, highlighting the

degree of autonomy, competence, and relatedness in self-training. The

identification of constraints through interviews and surveys underlines the

challenges that may hinder effective self-training. Addressing those

difficulties can make way for activities tailored-fit with the needs of the

athletes.

The data collection process forms the heart of the research.

Interviews and surveys are used to collect qualitative and quantitative data,

uncovering student-athletes' experiences, assessing their level of

independence, and identifying constraints. These arrows show the flow of

information from input to the subsequent data analysis and integration

Experiences of Student
Athletes
 69

Level of Independence STUDENT ATHLETES’

in doing Training SELF-TRAINING
Activities ACTIVITIES

Constraints in Doing
Self-Training Activities

Figure 2
Conceptual Paradigm on the Self-Training
Activities for Student-Athletes

phase. Informatization is the key to more awareness of the athletes

regarding self-training activities.

The goal of this framework is the preparation of self-training activities

for student-athletes. The insights and information gathered from

experiences, assessments, and constraints are the building blocks for the

development of customized self-training programs. These programs aim to

 70

enhance the physical, emotional, interpersonal, and intrapersonal aspects

of independence of the student-athletes in performing the training

activities. The arrows indicate the direct link between the input variables

and the development of self-training activities. The connection realizes the

very objective of the study.

The framework underscores a strategic approach to delve into the

self-training activities of student-athletes. It begins by gathering data on the

experiences of student-athletes through interviews, which shed light on

their unique challenges, preferences, and motivations in the context of self-

training. Concurrently, a quantitative dimension is introduced through

survey questionnaires, where both student-athletes and their trainers

assess their independence. These programs are designed to align with the

unique needs and challenges of student-athletes, with the overarching goal

of enhancing their level of independence in pursuing athletic excellence.

Moreover, the above conceptual paradigm outlines the key

components and relationships within a specific area of study or activity,

such as "Self-Training Activities for Student-Athletes." This paradigm

includes elements like physical, technical, and mental training, as well as

 71

nutritional practices, influencing factors like motivation and self-discipline,

and outcomes such as athletic and academic performance and personal

development. The paradigm also involves feedback loops for performance

assessment and adjustments to training routines. By considering these

components and their interactions, the paradigm provides a

comprehensive overview of self-training activities for student-athletes,

emphasizing the importance of a comprehensive approach to training that

includes physical, mental, nutritional, and support elements. This

framework can guide student-athletes, coaches, and educators in

optimizing training strategies and achieving a balanced and effective

development process.

CHAPTER III
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RESEARCH METHOD AND PROCEDURE

This chapter presents the research design, subjects of the study, the

instrument and procedures used in gathering the data and the statistical

tools to treat data.

Research Design

A mixed method research was used as the appropriate design for

study, self-training activities for the student-athletes. Pulmones (2016)

highlighted that this research design intends to describe the variables and

the relationships that occur naturally between and among them. Using this

design, the variables are not manipulated, but occur naturally. It begins

with a description, based on observation and analysis of events or

phenomenon, from which theories may later be identified and developed to

explain the observations.

Subjects of the Study

The study was participated in by 175 student-athletes and 62

coaches/trainers from public Senior High Schools in Batangas City. No

sampling was utilized as the number of the respondents who participated

in the study was taken from the latest summary of athletes and
 73

coaches/trainers from the 2019 inter division sports competition for both

private and public schools in the Schools Division of Batangas City. As

shown in the table below, respondents were distributed to private and

public schools, there were 39 student-athletes and 9 coaches/trainers who

participated from private schools while 136 athletes and 53 coaches

responded from public schools.

Table 1
Distribution of Respondents
Respondents
Schools
Student Athletes Coaches/Trainer
1. Private Schools 39 9
2. Public School 136 53
Total 175 62

Data Gathering Instrument

Two research instruments were used to achieve the intended

purpose of this research. These are the interview and survey

questionnaire. Interview was used to determine the experiences of the

student-athletes in the new normal. Meanwhile, a self-made questionnaire

was used in the determination of students' level of independence in doing

training activities and the constraints that they encountered in doing the

self-training.
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Questionnaire. The survey questionnaire was composed of three

parts. The first part covered the student’s level of independence in doing

training activities as to physical, mental, interpersonal, and intrapersonal

aspects while the second part covered the constraints encountered in

doing self-training activities.

Construction. The development of the survey questionnaire was a

meticulous process, rooted in extensive analysis of pertinent documents,

literature, and consultations with experts and practitioners in the field. The

objective of this study was to design a comprehensive instrument that

aligns with the research's goals. Each section of the survey questionnaire

comprised statements closely tied to the variables under examination.

These statements were crafted to gauge the experiences of student-

athletes, assess the level of independence, and identify constraints in self-

training activities.

In a collaborative effort to enhance the questionnaire's precision

and effectiveness, it was subjected to scrutiny by the research advisor.

Their perusal led to a valuable exchange of ideas, and corrections and

suggestions were thoughtfully incorporated. This iterative process resulted

 75

in the development of the final draft of the questionnaire, poised for

validation and implementation in the study.

Validation. The researcher solicited the time and expertise of

chosen validators to establish the instrument's validity. The draft was first

presented to be reviewed and commented on by the panel members

including the prepared questions for the structured interview. Thereafter,

their comments and suggestions were incorporated in the final draft of the

instrument. It was then forwarded to chosen validators to ensure

alignment of content to the objectives of the study, accuracy of language

and grammar used, freeness from discrimination and bias to further

improve its presentation.

The researcher sent a letter of request addressed to chosen experts

who validated the instrument, attached is the draft questionnaire and

interview questions. The prepared questionnaire for validation had three

columns, whether an item was retained, revised, or rejected. After the

validation, the researcher obtained the average of the items to determine

their condition. Those items that were identified to be revised were

modified and those that were rejected were prepared with a new set of
 76

items. It was returned to the validators for final checking and approval,

along with the certification and letter of approval indicating that the

questionnaire has undergone their validation.

The questionnaire also undergone reliability testing. It was pilot

tested to selected respondents, who also bear the same qualities and

characteristics taken from schools, other than what is readily identified to

be used in the study's conduct. It was treated using Cronbach’s Alpha to

determine the internal consistency and level of reliability of items. Items

that were not considered acceptable, good, or excellent were modified. A

reliability coefficient of 0.84 which indicates that the items are excellent

and can proceed to the actual data gathering.

Administration. A letter of request addressed to the School Division

Superintendent was prepared by the researcher to allow him to study the

identified schools. It was noted by the researcher’s adviser and the Dean

of the Graduate School of College of Teacher Education of the University.

After the permission was secured, another letter was submitted to the

school heads to allow the researcher to distribute the questionnaire to the

selected respondents. The researcher used online to distribute the

 77

instrument using Google Forms. The participants were contacted through

phone calls, message, Facebook, and other social media outlets. The

electronic survey included data privacy provision and consent that the

respondents allowed the researcher to use the data in the study's conduct.

Ten participants were asked to answer the prepared interview questions

concerning their experiences in self-training.

Scoring of Responses. The data were interpreted in terms of criteria

based on a four-point scale and their corresponding verbal interpretation

as shown below.

Scale Range Verbal Interpretation

4 3.50 – 4.00 Very High / Very Often
3 2.50 – 3.49 Moderately High / Often
2 1.50 – 2.49 Low / Seldom
1 1.00 – 1.49 Very Low / Very Seldom

Interview Guide. For the structured interview, questions were

asked related to their experiences in self-training, how they felt during

training, how they find the training activities, how they compare their

experiences in training before and during the pandemic. The interview

was participated in by 10 student-athletes and 10 coach/trainer from

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public and private schools. This was done through an online and face to

face interview.

Construction. The questions were designed to elicit valuable

insights from student-athletes about their self-training experiences. The

interview guide primarily focused on several key aspects, including their

experiences during self-training, emotions and sentiments associated with

their training, their perceptions of the training activities, and a comparative

analysis of their training experiences before and during the pandemic.

Validation. Prior to conducting the interviews, the interview guide

underwent a validation process to ensure its clarity, relevance, and

effectiveness. A panel of experts in the field, including researchers, sports

practitioners, and experienced interviewers, was consulted to review and

provide feedback on the interview guide. The feedback received from the

experts was invaluable in refining the interview guide. It led to the

clarification of certain questions, the removal of any ambiguities, and the

incorporation of additional prompts to encourage in-depth responses. The

validation process helped enhance the quality and comprehensiveness of

the interview guide, making it a robust tool for data collection.

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Conduct of Interview. The structured interviews were conducted in a

systematic and standardized manner. Each interviewee was approached

with a predetermined set of questions based on the interview guide. The

questions covered a range of topics, including the student-athletes'

experiences in self-training, their emotional states during training, their

perceptions of the training activities, and a comparative analysis of their

pre-pandemic and pandemic training experiences.

The interviews were carried out with sensitivity to the interviewees'

comfort and willingness to share their experiences. The structured nature

of the interviews ensured that consistent information was gathered from

each participant, allowing for meaningful comparisons and analysis.

Interpretation of the Responses. The qualitative data collected from

the interviews underwent a rigorous thematic analysis. This process

involved identifying recurring themes and patterns within the responses of

the student-athletes. Initially, the data was transcribed and organized.

Then, codes were generated to represent specific concepts, experiences,

or emotions expressed by the interviewees. These codes were then

grouped into themes that encapsulated broader patterns in the data.

 80

Through this thematic analysis, the researcher gained a deeper

understanding of the commonalities and variations in the student-athletes'

experiences during self-training. It allowed for the extraction of meaningful

insights and the development of a nuanced narrative that enriched the

research findings.

Data Gathering Procedure

The researcher sought the approval of the Dean of the Graduate

School for the distribution of the survey questionnaire. Thereafter, the

researcher distributed the signed letter to the SDS and School Heads of

respective schools to allow them to use the teachers as the study's

respondents. The researcher contacted the respondents using electronic

means, given the present situation that restricts mobility and personal

interaction. Before sending the link of the Google Form to the

respondents, the purpose and objectives of the study were first explained,

and they were asked to sign the consent form including the data privacy

provision.

The questionnaire is expected to be completed in 15 – 20 minutes

and the data collection's duration is expected to last two to three weeks.
 81

After that, the retrieved data were tallied, recorded, and interpreted using

the frequency, percentage, weighted mean, and ranking. Additionally, the

assistance of a statistician was sought in applying statistical tools like

SPSS in examining the relationship between variables.

Meanwhile, the procedure for collecting data through interviews was

carefully planned and followed ethical guidelines. It began with getting

ethical approvals and informed consent from participants. Participants

who met specific criteria were selected, and the researcher developed a

structured set of interview questions aligned with our research objectives.

Each interview started with a reminder of the study's purpose and the

importance of confidentiality. The researcher recorded the interviews and

took notes. After each interview, participants were given a chance to ask

questions. Data was transcribed and analyzed.

Statistical Treatment of Data

To interpret the data gathered, the following statistical measures

were considered.
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Weighted Mean. This was used to determine the students’ level of

independence in doing the training activities. This was also used to

identify the constraints encountered in doing self-training.

T-test. This was used to determine whether the assessment of the

student-athletes and trainers on their level of independence in performing

self-training activities vary.

Ethical Consideration

The primary concern revolved around the well-being and consent of

the participants. To ensure ethical practices, all participants, including

student-athletes and trainers, were provided with clear and comprehensive

information about the study's purpose, procedures, and potential risks and

benefits. They were informed about their rights, such as the right to

withdraw from the study at any point without consequences, and their

privacy and confidentiality were strictly maintained. Informed consent was

obtained from all participants, signifying their voluntary agreement to take

part in the research.

Another vital ethical aspect was the well-being of the student-

athletes. Given the ongoing pandemic and the study's focus on their
 83

physical, mental, interpersonal, and intrapersonal attributes, the research

team ensured that the self-training activities provided did not pose any

harm to the participants. Activities were designed to be safe and conducive

to their well-being, with an emphasis on promoting their health and fitness

during challenging times. Additionally, the researchers and trainers

provided support and guidance to address any concerns or challenges

faced by the student-athletes, further emphasizing their welfare and

development. Ethical considerations guided the research process at every

stage, prioritizing the protection, well-being, and autonomy of all

participants.
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CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the analysis and interpretation of data

regarding the experiences of student athletes in the new normal, level of

independence of the students in doing self-training, and the constraints

encountered by the student-athletes as assessed by them and their

trainers, leading to the development of self-training activities.

1. Experiences of Students’ Athletes in Training During the New

Normal

This study took the initiative to narrate the significant experiences of

student athletes in the new normal. Selected student athletes were chosen

to participate in the interview, when asked to describe their experiences in

self-training in the new normal. The following themes were determined

based on the analysis of the qualitative data. The generated themes are
 85

presented in the table below. Participants shared the same feeling that

their self-training in the time of pandemic was difficult and challenging.

They admitted that they find it hard to transition from the usual training that

they

Table 2
Themes on the Experiences of the Student-athletes in Training in the
New Normal
Themes Significant Statements
It is hard because I am not into this kind of training (Respondent A)
It is hard to be consistent with training, because I have no one to train with
(Respondent B)
Difficult and I find it difficult for the first few weeks since I am used to with the face-to-face
challenging training with my co-athletes (Respondent G)
During the last pandemic, many students had difficulty doing what they used to
do. but now it is getting better, and it was challenging at first since self-training is
new to me. However, little by little, it becomes easier for me. (Respondent F)
For the coach, he is encouraging us to continually do our parts by having strength
and conditioning workouts every week, in which I am the one who is sending my
teammates (every Friday) so that we can still be active and be prepared for the
Support for upcoming school year (Respondent D)
coaches My coach guidance in my training should only focus on the goal and should not
rush things (Respondent C)
A network of people who provide an individual with practical or emotional support
(Respondent H)
My experience of playing volleyball before the pandemic was so much fun
because we were still able to bond as a team. Now that there is a pandemic, we
Perform cannot do that anymore because we have COVID (Respondent C).
physical Before the pandemic started, I am more physically active because there is really
workout a specific time for us to play volleyball and train (Respondent D)
Without self-training, we will not be able to improve our physical fitness and skills
in volleyball (Respondent F)
I join basketball and volleyball tournament to sustain my physical strength
Attendance (Respondent B)
to summer There are several types of training that we did like body strength training, fat
sports burning, tabata, full body HIIT, cardio and resistance workout, etc. (Respondent
F)
Demotivated It was hard since it was done online, and I am not motivated which usually comes
 86

from my teammates during face-to-face training (Respondent F)

and
Being distracted by my gadgets and by the online games that is one of the
distracted
difficulties I faced, sometimes my body hurts and get tired easily (Respondent B)
Awkward to
It was awkward, and hard for I faced internet problems due to the place I am
perform
conducting the training. (Respondent B)
activities

are doing before, and some find the absence of a coach and other co-

trainees influential in their training motivation.

It was also pointed out because of the absence of lack of social

connectedness, motivation, and drive among students.

Respondent A said that “It is hard because I am not into this kind of
training. But at the same time, I am glad I have my father who helps me in
my training.” Unlike Respondent A, Respondent B mentioned that it is also
hard, especially since he has no one to train with. As per him, “It is hard to
be consistent with training, because I have no one to train with.”

Additionally, Respondent G said that “I find it difficult for the first few
weeks since I'm used to with the face-to-face training with my co-athletes
and with our Coach but as days passed, I'm getting more used to it.”
Although he agreed that self-training is hard, he admitted that the
respondent gets used to its demand over time. Same sentiments were also
shared by Respondent E and Respondent F as the athletes mentioned
that “During the last pandemic many students had difficulty doing what
they used to do. but now it is getting better” and “It was challenging at first
since self-training is new to me. However, little by little, it becomes easier
for me.”

Meanwhile, some mentioned they are already joining summer sports

leagues like Volleyball and Basketball tournaments, while most of them do
physical workouts. Respondent F shared that “There are several types of
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training that we did like body strength training, fat burning, tabata, full body
HIIT, cardio and resistance workout, etc.”

Moreover, they were asked about their experiences in the training

that they have attended. Some of them admitted that they felt awkward

while performing the tasks, others lack motivation to perform the activities

given the set-up. Although some are still enjoying the self-training, even if

they described the training as tiring. This is what Teodorescu (2021) meant

that coaches’ perception indicated a satisfactory level of professional

maturity required in sports training, however, the uncertainty of the future

competition acts as barrier in boosting the motivation of the athletes. Elliot

et al (2021) also found that student-athletes lack motivation in self-training.

Respondent F said that “It was hard since it was done online, and I
have no motivation which usually comes from my teammates during face-
to-face training.” On the contrast, Respondent D mentioned that “I can still
feel the happiness in me because even though it is only virtual, there is still
the presence of one another. Training and working hard together.” A
unique experience was shared by Respondent B as the student felt
awkward performing the activities through the internet. It was mentioned
that “It was awkward, and hard for I faced internet problems due to the
place I am conducting the training.”

Relative to the modality they used in self-training in the new normal,

most of them use the internet to access self-training videos and tutorials

and communicate with their coaches, virtually. This includes browsing

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YouTube videos and joining synchronous workout meetings via Zoom.

Although, there are two student-athletes who said that they are attending

face-to-face training workout.

In addition, participants were asked to describe their training before

and during the time of pandemic. They all agreed that training in this time

of pandemic is different as they described their previous training to be

better. Student-athletes said that it was hard since it is usually held online,

they lack motivation, and the lack of presence of teammates and the

anxiety that they are experiencing with the COVID-19 are affecting their

performance. Teodorescu (2021) seen a clear decrease in the number of

training hours before and during the lockdown. It was noted on the

coaches’ perception that they could acknowledge the weakness of the

virtual distance sports preparation.

They compare their former experience wherein they are motivated to

attend workout and trainings because of the presence of their peers,
coaches, and other co-athletes, and they can easily see some change
relative to their strength and vigor since they are on the actual training
area. Respondent C said that

… “My experience of playing volleyball before the pandemic was so

much fun because we were still able to bond as a team. Now that there is
a pandemic, we cannot do that anymore because we have COVID.”
Meanwhile, Respondent F uttered that “It was hard since it was done
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online, and I have no motivation which usually comes from my teammates

during face-to-face training.” According to Respondent D, “before the
pandemic started, I was more physically active because there is really a
specific time for us to play volleyball and train. While for online trainings, it
became harder, but I can still see that there's improvement.”

Talking of the experiences enumerated by the respondents, they are

most of the time distracted with the social media and online games played

in their electronic gadgets, they also experience bodily pains. Some find it

hard to manage their time and often lack motivation and drive to pursue

the training. Given their inability to effectively manage their time, they

sometime forgot to perform self-training activities because of their

schoolwork. Ines (2021) revealed that student-athletes made use of both

vigilant and cognitive avoidance coping including learning to manage their

time effectively. These statements were apparent from the significant

statements that Respondent A mentioned.

As per him,

… Being distracted by my gadgets and by the online games that is

one of the difficulties I faced, sometimes my body hurts and get tired
easily.” While Respondent D said that the difficulties that I have
experienced were being not with the teammates that I really love and
treasure the most and the time constraint.” Respondent G agreed that he
sometimes for to train because of the schoolwork.
 90

Given their experiences in performing their self-training activities,

they were asked to identify the support that they think student-athletes like

them will be or is needed and to cite some initiatives that are extended by

the school. Respondent D admitted that for the coach, he is encouraging

us to continually do our parts by having strength and conditioning workouts

every week, in which I am the one who is sending my teammates (every

Friday) so that we can still be active and be prepared for the upcoming

school year.” Also, Respondent C said that “My coach guidance in my

training should only focus on the goal and should not rush things.”

Respondent H on the other hand shared that “A network of people who

provide an individual with practical or emotional support.”

It can be derived from the responses shared by the participants that

most of them appreciate their coaches' presence and see this as the main

support they need to actualize the objectives of self-training. With these

support systems, they can build confidence and sustain their strength in

performing some tasks. Likewise, encouragement, and consistent advice

and monitoring of their coaches is also needed by the student-athletes.

 91

Furthermore, it was also inquired about the possible things that they

think will happen if self-training programs are not provided for them,

especially in this time of pandemic. It was pointed by Respondent F that

“Without self-training, we will not be able to improve our physical fitness

and skills in volleyball.” This is also same with the statements of

Respondent D that “If these self-training programs did not happen in these

trying times, it would totally be hard for us to cope up physically and

mentally. This serves as one of our goals to achieve, to still be active and

understand something clearly at last.”

It was also understood by Respondent A that having no training

during these times resulted in poor posture and unprepared bodily

condition. As shared by Respondent A, “I will not be able to maintain my

body, my strength and also to be fit.” This was also similar with that of

Respondent B who mentioned that” The body will not be in the condition,

and it will be hard to bring back the body to its condition.” As stated by

Respondent G “The way I play may change since my arms may get

weaker and my jump will be lowered.”

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Participants admitted that without self-training, they will not enhance

their skills in their respective sport fields. Others described that athletes

like them would become stagnant and might lose shape and body

condition. They will also find it hard to cope with the physical and mental

demands if a sudden sports competition is to be held by the schools.

Without self-training interventions, participants also mentioned that they

might end up lazy in performing academic and athletic tasks. It is important

that the athlete does not have a sharp decline in physical fitness. In this

sense, several studies have shown that periods without training induce

reductions in aerobic fitness, muscle strength, muscle power, sprint

performance, flexibility, and physiological adaptions in athletes from

different sports (Joo, 2018; Pritchard, 2015) Therefore, it is essential that

athletes remain active to decrease the magnitude and speed of detraining,

which should occur due to changes in training routines.

Lastly, when asked about the skills they developed by doing

independent training at home, qualitative analysis indicated that most

respondents felt they could sustain their strength and become stronger.

Some also mentioned specific skills where they gained improvement. But
 93

some athletes are also aware that there are a lot of skills that they must

improve within themselves. Respondent A stated that by self-training

“I become more stronger and been a self-reliant since not all the
time I'll be surrounded by people who will help me in my training.”
Respondent D added that “Some of the skills that I have developed are
being independently trained (in most cases), being dedicated to finish
something, and being strict and determined with what I'm supposed to
accomplish.” Moreover, it was shared by Respondent G that “I know where
I will improve and the things that I must improve as an athlete”

2. Students’ Level of Independence in Doing Training Activities.

Educators play a crucial role in enhancing students' independence

by offering the right balance of support and challenge, creating a

conducive learning environment, and promoting self-directed learning

practices tailored to individual needs. Meanwhile, the level of

independence of the student-athletes in executing training activities in this

pandemic were assessed by the trainer and student-athletes along the

physical, mental, interpersonal, and intrapersonal aspects. Data are

presented in Tables 3 to 6.

2.1. Physical. Physical aspect included self-training activities that

are intended to support growth and maintenance of one's body by

continuously improving individual's muscular and cardiovascular strength

 94

and endurance, flexibility and balance through proper exercise, sleep, and

nutrition. Table 3 shows the assessment of the level of student-athletes on

their independence in doing self-training activities along their physical

aspects.

As per student-athlete’s assessment, they have high level of

independence in playing sport games like basketball, volleyball, and other

recreational activities once a week to give self-leisure time. This implies

that even during the pandemic, students still play ball games and activities.

This may be because as athletes, they know the significance of

physically fit and healthy which may be derived by performing those

Table 3
Level of independence along their Physical Aspect
Athletes Coaches
Indicator
WM VI WM VI
1. Playing sport games like basketball, volleyball, and other
3.39 H 3.21 H
recreational activities once a week to give self-leisure time
2. Assessing nutritional needs of the body 3.34 H 3.48 H
3. Selecting suited exercises in maintaining the required body
3.29 H 3.58 VH
condition
4. Executing work-out based on the suggested training plan
3.28 H 3.40 H
provided by the coach applicable in the new normal setting
5. Conducting activities guided by minimum health standards
3.27 H 3.39 H
and procedures against COVID 19
6. Adjusting activities and exercises based on one’s capability
and resources in doing the tasks such as reducing the 3.26 H 3.35 H
repetitions and sets of a task
7. Adjusting the pre-pandemic activities and exercises based 3.25 H 3.40 H
 95

on the current needs and available resources at home

8. Doing cardio, leg, back and arm and shoulder workout daily
3.23 H 3.40 H
to attain physical stamina and fitness
9. Creating a workout plan primarily based on F.I.T.T.
3.21 H 3.52 VH
(Frequency, Intensity, Time, and Type of exercise) principle
10. Performing (individually) varied self-training tasks and
exercises based on the provided guides, videos, and 3.21 H 3.37 H
manuals
11. Refraining from alcohol beverages, smoking, drugs, and
3.21 H 3.52 VH
other activities that affect sound physical health
12. Doing circuit training exercises (upper-body, core and trunk,
lower-body, total-body) for mobility and strength 3.15 H 3.31 H
development
13. Monitoring progress and changes in stamina, vigor, and
3.12 H 3.42 H
strength
14. BMI monitoring 3.10 H 3.42 H
15. Performing aerobic, muscle-strengthening, and bone-
3.04 H 3.37 H
strengthening activity
16. Consulting a health practitioner (school nurse, doctor,
barangay health worker) through telemedicine for concerns 2.99 H 3.42 H
relative to physical activities performed and health issues
17. Engaging in swimming and other water activities to improve
2.66 H 2.90 H
physical strength
COMPOSITE MEAN 3.18 H 3.38 H
Legend: VH – Very Highly Independent H = Highly Independent

activities. In addition, since the required facilities for these activities are

locally available in the community and some of them also have a sport

facility like half basketball court or field, they can perform such activities

even during pandemic.

This supports the contention of Ellis et al (2020) that players

continued to use games while exercising and to maintain social

connection. Games can improve physical and mental health by providing

 96

virtual socialization, sustained exercise, temporal routing, and mental

structure.

The table also reveals that student-athletes have a high level of

independence in assessing the nutritional needs of their body. It only

suggests that athletes are aware that a healthy body is essential for them

to be active and in decent shape and they are well-oriented with the

importance of a proper diet. It only implies that despite the pandemic,

student-athletes can monitor their health condition. This supports the idea

of Tayech et al (2020) that athletes need a balanced lifestyle and nutrition,

with nutritional interventions for home training and education on nutrition

and hydration.

As assessed by the student-athletes, they have a high level of

independence in selecting suitable exercises in maintaining the required

body condition. This implies knowledge and understanding amongst

students’ athletes of the appropriate sports events and ball games for

them. They know what is best for their body and can easily track the

importance of staying fit and healthy all throughout. This can also be

attributed to the practice of the coaches reminding the student-athletes to

 97

sustain their figure and strength by engaging in different tasks and

activities.

Coaches offer various activities that they can do at home using

available materials like the completion of daily exercises, running,

swimming activities and many more. They also explained how and which

activity will be suited to the needs of the athletes for them to prepare

themselves anytime that a sports competition at school is to be held. This

is what Jukic et al (2020) meant that sports skills training should be

organized based on the athlete’s needs and that conditioning training

should be carried out with emphasis on neuromuscular performance.

Meanwhile, executing work-out based on the suggested training plan

provided by the coach applicable in the new normal setting was

independently performed by the student-athletes to a high level. This

speaks well of the idea of the students contacting their coaches' plan of

training and activities. Having said, they know that it is good for them to

comply since they have this goal in mind to succeed. Moreover, they

underscored the significance of training plan for each of them so ensure

well-crafted body plans and trainings.

 98

Some coaches might have offered a training plan that could be

performed by the student-athletes to provide them with an idea of the

activities that can be done at home using locally available materials. This is

aligned with the findings of Santos et al (2020) who recommended

reorganizing coach training programs and suggest strategies to help

coaches learn. These lines parallel to Stokes et al (2020) posited that in an

extended period of reduced training, without targeted intervention, changes

in body composition and function can be profound.

Physical training enhances the overall body's fitness rather than

targeting isolated body parts. A training plan suggests daily activities

dedicated to developing specific body parts. For instance, one may focus

on leg workouts on one day, followed by chest, arms, and shoulders on the

next, or a combination of multiple body parts that require improvement.

This approach ensures that muscle development is well-distributed across

the entire body, avoiding an exclusive focus on body areas. Moreover,

student-athletes assessed that they are highly independent in conducting

activities guided by minimum health standards and procedures against

COVID-19. Student-athletes believe they have high independence when

 99

performing activities while adhering to the basic health standards and

COVID-19 protocols. In other words, they feel confident in their ability to

follow the necessary safety measures and guidelines independently while

engaging in their athletic activities. This suggests that they have a sense of

responsibility and self-sufficiency in ensuring their safety and the safety of

others during the ongoing pandemic.

Furthermore, building on the findings of this study, it aligns with the

recommendations of Jukic et al (2020), who suggested that athletes should

be encouraged to reset their mindset and view quarantine as an

opportunity for personal development. This entails providing appropriate

guidance, educating athletes about the importance of applying preventive

measures and hygiene practices to boost their immunity, and ensuring that

the living conditions during isolation are conducive to their well-being. 

Adjusting activities and exercises based on one’s capability and

resources in doing the tasks such as reducing the repetitions and sets of

doing a task was independently performed by the student-athletes. It

indicates that the student-athletes autonomously modified their training

activities and exercises to match their individual capabilities and the

 100

resources available to them. They achieved this by reducing the number of

repetitions and sets when performing specific exercises.

This self-adjustment reflects their ability to adapt their training

regimen to their own fitness levels and the equipment or facilities they

have access to. This aligns with the recommendations of Chtourouz et al

(2020), who emphasized the importance of adapting exercises to the

fitness level of the participant. The student-athletes' initiative to reduce

repetitions and sets in their exercises shows that they are implementing a

progressive model of intensity and training volume.

Student-athletes are also highly independent in adjusting the pre-

pandemic activities and exercises based on the current needs and

available resources at home. The student-athletes expressed a strong

willingness to adapt and modify their pre-pandemic training activities and

exercises to better align with their current needs and the resources

available to them in their home environments. This adaptability suggests a

proactive approach to ensuring that their training remains effective and

relevant despite the challenges posed by the pandemic. The student-

athletes' readiness to adjust their training activities based on current

 101

requirements and available resources demonstrates their flexibility and

resilience. It underscores their commitment to maintaining their fitness and

skills during the pandemic, even when faced with limitations. This setback

led student-athletes to experience decreased levels of motivation,

increased feelings of stress, and general feelings of helplessness (Bullard,

2020).

On the contrary, for trainers’ assessment, student-athletes have an

extremely high level of independence in selecting suited exercises in

maintaining the required body condition. This could be because coaches

might have thought that despite the anxieties and uncertainties brought by

the pandemic, students can still perform exercises that would not require

the use of training equipment. Students appreciate maximizing time in

performing exercises and training activities than allowing the day pass,

unaccomplished. Meanwhile, both creating a workout plan primarily based

on F.I.T.T (Frequency, Intensity, Time, and Type of exercise) principle and

refraining from alcohol beverages, smoking, drugs and other activities that

affect sound physical health were assessed by the trainers to be practiced

by the athletes to a very high level of independence.

 102

This is like what they observed among students, to be very highly

independent in assessing their nutritional body needs. It implies that the

student-athletes exhibit similarly high independence when assessing their

nutritional requirements and needs. They feel confident and self-reliant in

making decisions about their dietary choices and understanding what their

bodies require in terms of nutrition. This alignment between the student-

athletes' perception of their independence in adjusting their training and

their ability to assess their nutritional needs is indicative of their overall

self-determination and autonomy. It reflects a holistic approach to self-care

and a keen sense of responsibility in maintaining their health and athletic

capabilities.

Furthermore, from the trainers, there assessments indicated that

student-athletes manifest a prominent level of independence in monitoring

progress and changes in stamina, vigor, and strength, BMI monitoring, and

consulting a health practitioner (school nurse, doctor, barangay health

worker) through telemedicine for concerns relative to physical activities

performed and health issues. It could be since most of the assessment of

the coaches conform to sustaining a healthy lifestyle among students,

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even though they are faced with the challenges of this pandemic. It is

within the assumption of their trainers that even if given a little guidance,

they will be able to observe discipline in food selection, avoidance to vices,

regular monitoring of their health and physique with the assistance of

different health practitioners.

In general, the assessments of the student-athletes and coaches are

great indications that student-athletes have high level of independence in

performing self-training activities in the new normal. It is good to note that

despite the restrictions brought by the pandemic, they can perform tasks

that will guarantee sustenance of their body condition, which will ready

them at any point a sports competition is to be held, both in school and

within their community. This finds resemblance to the idea of Andreato et

al (2020) that the importance of maintaining a training routine to one’s

physical health, during this time of pandemic. Regular exercise helps to

boost and maintain immunity, which is essential to reduce the risk of a viral

infection. It is not possible to create a single training routine to be applied

to all sports. Thus, strength and conditioning professionals, within the

current possibilities, should develop a training routine for their athletes.

 104

2.2. Mental. Mental health is one of the aspects of self-training

among athletes which entails one's ability to maintain a positive attitude

towards self and others. It involves self-discipline, control and

management of emotions and feelings. The assessment of the two groups

of respondents on the level of independence in training activities along

mental aspect is presented in Table 4.

Table reveals that for student-athletes assessment they are highly

independent in listening to relaxing music to improve their mental health

during pandemic. Music even without understanding the language being

used, is therapeutic to one’s mental health. Maintaining a sound mental

health is as important as one’s physical health. Students may listen to

music of their own choice and most of the time, it affects emotions, which

drives us to perform and do better.

In a similar vein, the study revealed that student-athletes possess a

high degree of autonomy in seeking motivation and conditioning through

watching inspirational sports competitions. This suggests a strong

Table 4
Level of Independence along the Mental Aspect
Athletes Coaches
Indicators
WM VI WM VI
 105

1. Listening to relaxing music 3.55 VH 3.44 H

2. Watching inspirational sports competition to motivate
3.44 H 3.50 VH
and condition oneself
3. Optimizing self-management skills in using mind
exercise to relieve stress like puzzles, play cards, and 3.29 H 3.39 H
listening to music
4. Engaging spiritual activities together with the other
3.26 H 3.47 H
members of the family to avoid emotional stress
5. Reflecting on the accomplished things daily to boost
3.23 H 3.39 H
self-satisfaction
6. Doing deep breathing exercises to reduce
3.22 H 3.37 H
psychological and physiological arousal
7. Reading motivational and inspirational articles to
3.18 H 3.35 H
avoid events that may trigger stress
8. Doing exercises with co-student athletes
synchronously to restore, establish confidence and 3.18 H 3.31 H
positive outlook in sports
9. Engaging in group conversation with other athletes
3.15 H 3.32 H
through online platform to avoid boredom
10. Refocusing thoughts when encountering negative
3.14 H 3.31 H
events
11. Listing positive events that occurred in a day 2.99 H 3.27 H
12. Attending psychological skills programs relevant to
self-awareness, goal setting motivation and self- 2.87 H 3.27 H
organization
13. Consulting mental health professional for concerns
2.78 H 3.23 H
affecting self-training
14. Enhancing mood and emotion through visiting
2.74 H 3.18 H
massage clinic
COMPOSITE 3.14 H 3.34 H
Legend: VH – Very Highly Independent H = Highly Independent

motivation among student-athletes to stay engaged in sports, driven by the

numerous inspirational sports videos they have consumed online. This

aligns with the findings of Simpson et al. (2015), who reported that some

students, instead of dedicating time to physical fitness and sports

conditioning, were more inclined to spend their time on activities like

 106

watching TV shows, playing online games, and exhibiting poor sleeping

patterns. However, it is worth noting that a substantial number of

participants shared that they actively engage with online fitness programs,

home workouts, and various forms of cardiovascular training, such as long

runs, bike rides, and swimming, to maintain their physical fitness levels

throughout the pandemic. This underscores the resilience and

determination of student-athletes to stay connected to their athletic

pursuits and maintain their physical well-being, even during challenging

times.

After the restrictions of the pandemic have lightened, different sports

competitions are now being held (locally and internationally) which are

livestreamed and can be viewed via satellite, TV, and over the internet

(social media outlets). Watching a sports competition inspires players to

regain their motivation and drive to pursue what they have started or what

they are currently doing. They may also attribute some of the skills and

techniques they apply in the game to the personalities and athletes-

celebrities they see on the screen.

 107

Moreover, the findings highlight that student-athletes exhibit high

independence in utilizing self-management skills to cope with stress,

employing activities like solving puzzles, playing cards, and listening to

music. Engaging in these mental games and exercises serves to condition

their minds by diverting their focus towards these tasks, effectively

reducing anxiety and overthinking that may be exacerbated by the

challenges posed by the pandemic. Notably, there is a plethora of solo and

multiplayer games readily available for download from platforms like the

App Store and Play Store, or for online play with other individuals. These

activities not only aid in anxiety reduction but also offer a virtual avenue for

social interaction with other players.

Furthermore, the act of listening to a diverse range of music from

platforms like YouTube, iTunes, or Spotify emerges as another effective

stress-relief strategy that reignites one's passion and motivation. This

experience is particularly valuable in rekindling one's dedication to their

pursuits. In support of these findings, Ellis et al. (2020) underscored that

participant in their study reported utilizing video games as a means of

emotional coping, stress reduction, relaxation, and alleviating mental

 108

health concerns. These activities not only demonstrate the student-

athletes' resourcefulness in managing stress but also reflect their proactive

approach to maintaining their mental well-being during challenging times.

Furthermore, student-athletes demonstrated a high degree of

independence in engaging in spiritual activities with their families to

mitigate emotional stress. Many families have adopted coping mechanisms

that involve participating in cultural and religious activities, believing that

such practices protect them from the adverse effects of COVID-19. Daily

prayer sessions and the display of religious symbols outside the home are

common practices among these families, with spiritual gatherings such as

online Mass also being prevalent. This aligns with the significant findings

from Villa et al. (2022), which shed light on how athletes coped during

these challenging times. These coping strategies include turning to mobile

games for stress relief, intensifying their commitment to home-based

training, placing greater emphasis on academics, strengthening family

bonds, and ensuring adequate rest.

Moreover, the research revealed that students exhibit high

independence in reflecting on their daily accomplishments to enhance self-

 109

satisfaction. Many students shared and reposted training photos from the

pre-pandemic period, illustrating their yearning for those moments when

they could practice and prepare for upcoming school sports competitions.

Some students chose to express their reflections by posting statements on

their social media accounts. These findings are in line with the study

conducted by Elliot et al. (2021), which documented a decline in mental

well-being and physical activity, an increase in family connectedness, the

challenge of attracting volunteers and participants back to sports, and the

opportunities to recalibrate values and philosophies underlying the

provision of youth sports. This highlights the resilience and adaptability of

student-athletes in the face of adversity.

Student-athletes showed high independence in using deep breathing

exercises to reduce psychological and physiological arousal. These

exercises have been recommended by experts as an effective means to

manage stress and anxiety. Engaging in deep breathing not only helps

clear the mind of negative thoughts but also provides individuals with the

opportunity to reflect on their actions. This practice aligns with the

recommendations of Moore (2019), who highlighted the efficacy of

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relaxation techniques such as meditation, mindfulness, body scans, and

deep breathing in assisting athletes with emotional coping.

On the other hand, trainers observed that student-athletes displayed

a remarkably high level of independence in seeking inspiration from sports

competitions to motivate and condition themselves. Watching sports

events featuring their favorite athletes and teams has become an easily

accessible means of boosting their mental well-being. These events can

be streamed on television, mobile phones, and other internet-connected

devices. Witnessing their sports idols succeed in competitions serves as a

powerful source of motivation, driving them to persevere in their own

endeavors.

Additionally, trainers noted that students demonstrated a high level

of independence in engaging in spiritual activities with their families to

alleviate emotional stress. In a predominantly Catholic country like ours,

prayer is deeply ingrained in our culture and serves as a source of solace

during challenging times. This shared spiritual practice not only alleviates

emotional distress but also fosters a sense of community and connectivity,

reducing feelings of isolation and solitude. This finds support to the

 111

contention of Andrade et al (2019) that during the ongoing pandemic, as

periods of isolation can lead to negative emotional states such as anxiety,

depression, and adverse behaviors like alcohol use and smoking, as well

as disruptions in eating and sleep patterns. The athletes' proactive

engagement in these practices highlights their resilience in addressing the

emotional challenges brought about by the pandemic.

As assessed by the trainers, student-athletes are highly independent

in listening to relaxing music, which was the top assessment of the

student-athletes. This may be because music helps ease one’s emotion as

seen and heard in its lyrics and melody. Most of the time, students listen to

music to relax and eventually change their thoughts and negative outlook

on a particular event. In this time of pandemic, other than the external

community support, it would be best if students were also able to avail

themselves of different practices like listening to music or singing that

would improve their mental aspect.

From the findings, student-athletes can perform mental health

exercises and activities to an important level of independence. This

suggests that students value their mental condition the same as how they
 112

care for their physical health. It also proves that students really find time to

cope with the stressors brought by their anxiety, overthinking and loss of

hope. Daily conditioning training may also help to reduce tension and

stress from home confinement as a negative life event affects the mental

health of elite athletes (Rice et al, 2016; Souter et al, 2018). In this sense,

to deal with these possible emotional concerns during the home

confinement, coaches, strength and conditioning coaches, and athletes

should pay attention to identifying and managing these experiences and

seeking help and social support when necessary (Cormier, 2015; Souter et

al, 2018).

2.3. Interpersonal. The student and trainers’ assessment of their

level of independence in training activities along the interpersonal aspect is

presented in Table 5. It can be seen from the table that student-athletes

have a very high level of independence in practicing active listening to the

coach, other student athletes, peers and other community members on

matters that will help in self-training as assessed by both group of

respondents. Students may find it challenging to grasp a new task solely

through visual illustrations and instructions provided by their coaches.

 113

Despite the restrictions imposed by the pandemic on face-to-face

interactions, student-athletes may turn to online communication channels,

such as text messages and phone calls, to seek clarification and address

any concerns they have regarding their self-training tasks. They may also

seek tips and advice to maintain their motivation and interest in performing

these activities.

On the other hand, offering support to fellow athletes in engaging in

sports and physical activities through both online and offline platforms and

communicating with other athletes and coaches to enhance performance

and motivation received similar levels of importance. This suggests that

students use a variety of online and offline communication tools to

encourage their peers, fostering social interaction and peer conversations.

They can leverage applications and programs like Google Meet, Zoom,

and Facebook Messenger to facilitate synchronous communication.

Additionally, maintaining communication with peers, coaches, and

colleagues is likely to help sustain their enthusiasm and commitment to

various workout activities and exercises.

 114

Furthermore, student-athletes have demonstrated an elevated level of

independence in controlling their emotions and practicing empathy toward

their peers. They have been proactive in seeking help when faced with

challenges and have taken the time to calm themselves down. It is evident

that the ongoing pandemic has led to an increase in mental health issues

such as anxiety, depression, stress, and feelings of isolation. Therefore, it

is crucial for athletes to have a fanatical support system and a community

of individuals they can reach out to when they are feeling pressured,

stressed, or anxious about their responsibilities.

Student-athletes are not only dedicated to their self-training activities

but also fulfill their academic responsibilities. They are constantly striving

to find optimal solutions to maintain their physical, physiological, and

psychological well-being as close as possible to their original levels, as

highlighted by Tayech et al. (2020). Also, participants have expressed high

independence in sharing their experiences, practices, and achievements

with other athletes through online meetings. This serves as a means of

connecting with colleagues and fellow student-athletes, allowing them to

share their coping strategies for various challenges and exchange advice
 115

on managing the pressures arising from academic demands, family

responsibilities, and independent sports training. Reflecting on their

accomplishments also serves as a reminder of why they initially embarked

Table 5
Level of Independence along Interpersonal Aspect
Athletes Coaches
Indicators
WM VI WM VI
1. Practicing active listening to the coach, other
student athletes, peers and other community 3.51 VH 3.52 VH
members on matters that will help in self-training
2. Supporting co-athletes in undertaking
participation to sports and/or physical activities 3.42 H 3.37 H
using online and offline learning means
3. Communicating with other athletes and coaches
3.42 H 3.48 H
to improve performance and increase motivation
4. Controlling emotions and practice empathy
towards other athletes; asking for help to solve a 3.28 H 3.29 H
problem and taking time to calm down
5. Sharing of experiences, practices, and
accomplishments with other athletes through 3.10 H 3.18 H
online meeting
6. Staying in touch with online fitness community
3.06 H 3.29 H
activities
7. Displaying a continually excessive degree of
attempt, engagement, and high-quality 3.06 H 3.18 H
participation in physical activities
8. Inviting sports enthusiasts in partaking to
virtual/F2F physical, mental, and social 3.05 H 3.11 H
engagement
9. Applying peer feedback and critiquing on a self-
training strategy or modification before the 3.01 H 3.24 H
implementation
10. Participating in online groups and pages
discussions and interactions in Facebook,
2.97 H 3.16 H
Instagram, or Twitter for mental, physical, social,
and spiritual development
11. Joining virtual games to train leadership skills 2.91 H 3.11 H
12. Scheduling a virtual meeting with other student 2.88 H 3.08 H
 116

athletes to discuss the daily and weekly activities

and exercises to be performed
13. Joining marathon 2.70 H 2.92 H
COMPOSITE MEAN 3.10 H 3.23 H
Legend: VH – Very Highly Independent H = Highly Independent

on their athletic journey and the importance of staying committed to their

goals.

Additionally, student-athletes exhibit a high level of independence by

actively participating in online fitness communities and dedicating

substantial effort and engagement in physical activities. This indicates that

student-athletes are utilizing online platforms such as Facebook, YouTube,

and blogs to connect with fitness communities, seek inspiration, share

concerns, and build a network of individuals with similar interests. These

communities provide an opportunity for them to gain insights, support, and

motivation from their peers. Babul et al. (2021) highlighted the impact of

stay-at-home restrictions and weather on physical activity, social

connections, and mental health. Access to resources, changes in routines,

online classes, and social support have all influenced their engagement in

physical activity.

Trainers, on the other hand, have noticed that athletes display a very

high level of independence in actively listening to coaches, fellow student-

 117

athletes, peers, and other community members to gather insights that will

aid in their self-training. Coaches play a pivotal role in guiding athletes,

sharing valuable advice, and motivating them to excel in their sports. The

guidance and recommendations provided by trainers contribute to the

athletes' continuous improvement and commitment to their athletic journey.

Moreover, trainers have observed that athletes independently

communicate with other athletes and coaches to enhance their

performance and maintain motivation at a high level. However, the

challenge of the pandemic lies in the limited access to immediate feedback

and communication between athletes and trainers. Despite the availability

of internet access and devices, signal strength and internet connectivity

issues can hinder effective communication. Additionally, the skill-based

nature of athletic training requires clear communication, and

misunderstandings of instructions can lead to improper execution of

exercises and potential health risks.

Furthermore, athletes have been identified as independently

supporting their fellow athletes in participating in sports and physical

activities using various online and offline learning tools. These

 118

technologies have enabled athletes to connect with their peers, even from

a distance, to collaborate on self-training activities. This collaborative

approach allows them to share experiences and support each other in their

athletic endeavors.

Overall, the composite means from the assessment made by the

student-athletes and trainers indicate that student-athletes have an

elevated level of independence in performing tasks intended to develop

their interpersonal aspects. This just proves that student-athletes show

dedication and value to the activities provided by the trainers to sustain

and develop strong relationships with their peers, classmates, coaches,

and other individuals. Student athletes made use of both vigilant and

cognitive avoidance coping including time management; talking things out

with their team mates; attending to the needs of other athletes; staying

focused on their task; making sure they had enough time to sleep;

resolving disagreements; positive self-talk; studying hard; motivating

others to study; seeking help from coaches/ superiors/ counselor;

prioritizing their academics and living by good example so that others will

follow them.
 119

2.4. Intrapersonal. This dimension involves manifestation and

awareness of personal strengths and weaknesses. It includes the ability to

determine how one sees himself and is oriented towards others. The

Table 6
Level of Independence along Intrapersonal Aspect
Athletes Coaches
Indicators
WM VI WM VI
1. Involving self-care routines to strengthen self-work 3.37 H 3.35 H
2. Practicing positive self-talk to address weaknesses with
3.34 H 3.27 H
more confidence and determination
3. Identifying personal core values, goals, and abilities
3.33 H 3.32 H
before performing a daily or weekly self-training activity.
4. Remembering past accomplishments to promotes self-
confidence and strengthens courage to take more 3.31 H 3.24 H
important steps with future goals
5. Regulating behavior to improve self-motivation as
3.29 H 3.35 H
competitive athlete in the world of sports
6. Finding intrinsic rewards and motivation by watching
You tube videos, listening to podcasts and reading 3.23 H 3.27 H
digital magazines to complete the tasks
7. Holding responsible to the requirements set for a self-
3.18 H 3.29 H
reliant athlete
8. Recognizing aspects and dimensions for self-training
3.17 H 3.21 H
that requires intervention or improvement
9. Enabling problems and difficulties as opportunities to
3.17 H 3.32 H
grow individually as pro-active player
10. Engaging in reflective practice to solve self-training
3.12 H 3.26 H
challenges
11. Recording and tracking personal performance goals and
2.93 H 3.32 H
standards in training using personal journals or diaries
12. Keeping journals or logs every self-training activity to
2.78 H 3.19 H
monitor progress and development
13. Doing yoga, meditating and mindfulness exercises 2.66 H 2.95 H
14. Writing journals to foster autonomous control behavior in
2.59 H 2.98 H
challenging conditions
COMPOSITE MEAN 3.11 H 3.24 H
Legend: H = Highly Independent
 120

respondent’s level of independence in training activities along

intrapersonal aspect is presented in Table 6 below.

As shown in the table, athletes are highly independent in involving

self-care routines to strengthen self-worth. This means there are

webpages and websites available for student-athletes and the general

population to access and learn various self-care routines. Additionally,

coaches provide valuable resources to enhance the athletes' self-training.

It is crucial for students to prioritize self-improvement and bolster their self-

esteem by engaging in diverse activities, whether individually or with the

support of those around them. This gives insights from Tayech et al.

(2020) that performing routine training during the ongoing pandemic and

confinement poses challenges. Many athletes must actively seek optimal

solutions to maintain their physical, physiological, and psychological well-

being, striving to preserve their skills as closely as possible to their original

levels. This adaptability and resilience are central to their continued

progress in the face of adversity.

An important level of independence was also noted from the

assessment made by the student-athletes when practicing positive self-talk

 121

to address weaknesses with more confidence and determination. This

could be because it enables students to motivate themselves, reminding

them of their goals and expectations. It serves as a driving force that

propels them towards success in self-training activities, particularly in a

scenario where direct interaction with peers and fellow student-athletes is

limited due to safety concerns. Recognizing and acknowledging

weaknesses is an essential step in the process, signifying self-awareness

of one's capabilities and limitations. As exemplified by Ines (2021),

student-athletes employ a range of coping strategies, including resolving

disagreements, engaging in positive self-talk, seeking assistance from

coaches and counselors, and setting a positive example to address

interpersonal stress. This positive self-talk contributes to their mental

resilience and enhances their ability to overcome challenges in their self-

training journey.

Meanwhile, student-athletes have a high level of independence in

identifying personal core values, goals, and abilities before performing a

daily or weekly self-training activity. This is so since engaging in daily or

weekly self-training sessions, they take the initiative to identify their

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personal core values, goals, and abilities. This self-awareness plays a

pivotal role in their journey towards becoming successful in their respective

sports competitions. By setting daily or monthly goals, they establish a

roadmap that serves as a constant reminder, guiding compass, and

foundational element of their character as athletes. These objectives

enable them to reflect on their progress and measure how far they have

come. The importance of goal setting in youth sports is underscored by the

findings of Elliot et al. (2021), who recognized the opportunity to reset

values and philosophies underpinning the provision of youth sports.

Moreover, student-athletes maintain a high level of independence in

drawing motivation from their past accomplishments. Reflecting on their

achievements and memorable experiences from previous sports

competitions instills self-confidence and strengthens their resolve to take

on more significant challenges in pursuit of future goals. These

recollections serve as a wellspring of motivation, reminding them of their

growth throughout their careers and motivating them to strive for further

success. This practice aligns with the theme of maintaining family

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connectedness and values, as suggested by the study's results, offering an

essential source of support and inspiration during challenging times.

Furthermore, student-athletes assessed that they have a high level

of independence in regulating their behavior to improve self-motivation as

competitive athletes in the world of sports. In times like these, athletes

have no one to seek encouragement other than their family members and

themselves. Motivating oneself helps change athlete’s outlook and develop

a positive thinking that will fuel their desire to push despite the

uncertainties brought by these challenging and trying times. Washif et al

(2021) said that lockdown elicited a change in athlete training behaviors,

with more training alone and training to promote general health and well-

being (i.e., remaining physically active) rather than with sport or discipline

specificity, partly because of a lack of resource (e.g., space, equipment,

facilities, and multidisciplinary support teams), with such access favoring

higher classification athletes.

Athletes have a high level of independence seen in finding intrinsic

rewards and motivation by watching YouTube videos, listening to

podcasts, and reading digital magazines to complete the tasks. Student-

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athletes are usually driven by external or internal motivators like the

achievement of their dreams, widen network, be recognized as a well-

known athlete in greater arena, receive tokens, trophies, medals, and cash

prizes. They may be able to gain more motivation with the things done by

the athletes like watching films, livestreamed sports competitions,

attending conferences and many more. What matters most is that they can

sustain a positive view of what they have started and strive for the best.

Jamison (2021) reported that collegiate athletes, regardless of sex,

reported higher levels of intrinsic motivation than extrinsic, and scored

satisfaction of relatedness the highest when reflecting on maintaining their

sport training during quarantine.

For trainer’s assessment, student-athletes have high level of

independence involving self-care routines to strengthen self-work and

regulating behavior to improve self-motivation as competitive athletes in

the world of sports. This means that coaches see students managing

themselves by maintaining a positive self. Similarly, trainers both observed

that students displayed a high level of independence in identifying personal

core values, goals, and abilities before performing a daily or weekly self-
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training activity, enabling problems and difficulties as opportunities to grow

individually as pro-active player, and recording and tracking personal

performance goals and standards in training using personal journals or

diaries were assessed to be performed by the students to a high level of

independence. This means that students show responsibility in performing

tasks to achieve their goals. This involves simple activities like reporting

their progress to their coaches, monitoring themselves and consulting

other people on some tasks that they hardly perform.

The table also reveals that for trainers, student-athletes have a high

level of independence in holding responsible for the requirements set for a

self-reliant athlete. Part of self-training introduced to them by their trainers

is discipline and accountability on the part of the athletes which include the

ability to follow the prescribed daily routine and activities and be

accountable in their own errors or lapses in the performances of their

duties. They are held accountable for their actions, including any errors or

lapses in the performance of their duties. This emphasis on discipline and

accountability highlights the trainers' commitment to instilling qualities that

are essential for successful self-training. It is worth noting that these

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qualities extend beyond the realm of sports and can have a positive impact

on various aspects of the athletes' lives.

A high level of independence in the performance of intrapersonal

tasks is observable to student-athletes. This finding suggests that students

can assess themselves, reflect, monitor their progress, and sustain their

interest in what they have started. Given that they can find ways to

motivate themselves on their own or through the help of those around

them. Davies and LoGalbo (2021) explained that participation in sport

provides benefits such as social connection, self-efficacy, and depression

reduction, institutions should pay particular attention to this unique

population that is lacking a significant protective element. Athletes should

be provided with on-campus and community resources for seeking

assistance

3. Difference in the Assessments by the Student-Athletes and

Trainer

Statistical difference was employed to determine whether the

responses of the athletes and trainers vary with regards to their

assessment of the athletes’ level of independence in doing training

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activities along their physical, mental, interpersonal, and intrapersonal

aspects. Data is presented in Table 7.

Relative to physical and mental aspects, the results of the study

showed that there is a significant difference between the assessments

made by trainers and student – athletes in these areas. This reveals that

coaches and athletes have different assessments in terms of the level of

independence among student-athletes in doing training activities.

Table 7
Differences in the Assessment of Student-Athletes’ Level of
Independence in Doing Training Activities
t- p- Decision
Mean SD Interpretation
value value on H0
Athletes 3.18 0.52 - .023
Physical ¿ Reject Significant
Teachers 3.38 0.62 2.319
Athletes 3.14 0.52 - .018
Mental ¿ Reject Significant
Teachers 3.34 0.56 2.414
Interpersona Athletes 3.10 0.61 - Failed to Not
.182
l Teachers 3.23 0.61 1.345 Reject Significant
Intrapersona Athletes 3.11 0.56 - Failed to Not
.111
l Teachers 3.24 0.57 1.606 Reject Significant
¿
Significant at α =0 . 05 ; df = 235

This may be because the student-athletes can attest to their physical

and mental capability. They can observe how their physical and mental

aspects responded in times of pandemic. This difference in perception can

be attributed to the fact that student-athletes are in the best position to

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gauge their own physical and mental capabilities. They have firsthand

knowledge of how their bodies responded to the unique challenges

presented by the pandemic. These athletes directly experienced the

adjustments, both physical and mental, they had to make to maintain their

training routines and stay motivated. Trainers, on the other hand, may

evaluate based on their preconceived notions and expected outcomes.

This finding underscores the importance of considering the athlete's

perspective and involving them in discussions and decisions related to

their training programs. It also emphasizes the need for open and honest

communication between athletes and trainers to align their perceptions

and expectations. As athletes are the ones primarily responsible for their

self-training, their self-assessment should be highly regarded. The

literature supports the idea that athletes' insights into their physical and

mental states are valuable for designing effective training programs

(Chtourouz et al., 2020). Their self-assessment can contribute to tailoring

training routines that align with their capabilities and needs during

challenging circumstances.
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In contrast, the statistical analysis of the assessments for the

interpersonal and intrapersonal aspects yielded results that did not lead to

the rejection of the null hypothesis. This indicates that there is no

significant difference between the evaluations of the student-athletes and

their trainers in these domains. It implies that trainers and student-athletes

share a similar perspective on the level of independence in self-training,

particularly concerning interpersonal and intrapersonal aspects.

This alignment in viewpoints can be attributed to the shared

experiences and challenges faced by both parties during the ongoing

pandemic. The findings parallel the study conducted by Elliot et al. (2021),

which revealed a decline in mental well-being and physical activity among

athletes. Furthermore, the increased emphasis on family connectedness

and the challenges of attracting volunteers and participants back into

sports underscore the need for a collective approach to tackle these

unprecedented circumstances. It also highlights the potential for

reassessing the values and philosophies that underpin the provision of

youth sports in these trying times.

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The congruence between student-athletes and trainers in their

assessments of intrapersonal aspects reflects a mutual understanding of

the personal challenges and motivators that drive self-training. This shared

perspective on intrapersonal aspects highlights the resilience and

adaptability of student-athletes and the support provided by trainers to help

them overcome personal obstacles and stay motivated in their training

endeavors.

4. Constraints Encountered in Doing Self-training

In the realities of self-training for student-athletes, it is crucial to

acknowledge the constraints and challenges they face during the ongoing

pandemic. These constraints can significantly impact their training routines

and overall performance. Understanding these challenges is vital for

devising effective strategies to help them overcome these limitations and

continue to excel in their respective sports. The respondent’s assessment

of the constraints met by the students in doing self-training activities is

presented in table 8 below.

Student-athletes often wrestle with scheduling conflicts between

their academic responsibilities and self-training activities. This challenge

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reflects the broader issue of balancing multiple priorities, a struggle also

faced by professionals trying to manage work and studies simultaneously.

The juggling acts these students perform can be particularly demanding,

especially when they must tackle complex school assignments. The stress

associated with managing their time and various activities can have far-

reaching implications, affecting their academic and athletic performance,

and overall quality of life (Ines, 2021).

Table 8
Constraints Encountered in Doing Self-Training Activities
Student-
Indicators Athletes
WM VI
1. Conflict of schedule with schoolwork and self -training activities 2.80 O
2. Lack of available self-training materials at home 2.74 O
3. Inadequacy of proper self-training tool kits and guides in
2.71 O
performing self-training tasks
4. Insufficient learning activities to support self-training 2.66 O
5. Unfavorable training environment and conditions (temperature,
noise, ventilation, lighting, and terrain) in the performance of the 2.57 O
physical activity at home is present
6. Lack of content knowledge and pedagogy relative to the conduct
2.53 O
of self-training activities in physical education performances
7. Low motivation and self-drive in performing the exercises and
2.51 O
activities in training plan
8. Slow internet connection to access online training videos for
2.49 S
athletes
9. Inability to organize daily tasks and activities. 2.49 S
10. Lack of available dietary supplements 2.47 S
11. Lack of technical skills in using digital technologies 2.39 S
12. Limited support from the school and other educational
2.39 S
stakeholders
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13. Limited sources of nutritious food 2.37 S

14. Lack of support and encouragement from family members 2.36 S
COMPOSITE MEAN 2.53 O
Legend: O – Often; S - Seldom

Likewise, student-athletes frequently face constraints due to the

unavailability of self-training materials at home. This dearth of essential

self-training tools and resources often hinders their ability to perform these

tasks effectively. The unforeseen situation, where self-training becomes a

necessity during a pandemic, has prompted the need for alternative

training materials to support student-athletes in their home-based

workouts. While adapting to self-training is feasible, it must be done

considering an individual's safety and the materials accessible for their

use. This limitation has a profound impact on student-athletes, as it leads

to distress due to a lack of resources and the absence of suitable facilities

for training, potentially affecting their performance (Bullard, 2021; Washif et

al., 2021).

The insufficiency of learning activities to support self-training is a

frequent challenge experienced by student-athletes. While online

communication platforms offer a means to connect with coaches, not all

students have equal access to these resources due to issues related to

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connectivity and accessibility. This can be attributed to the lack of

electronic devices or unreliable internet connections. Therefore, it is crucial

for coaches to provide comprehensive handouts and manuals with detailed

instructions on what is expected from the student-athletes during their self-

training activities.

Furthermore, student-athletes also frequently cite unfavorable

training environments and conditions, including temperature, noise,

ventilation, lighting, and terrain, as constraints to their self-training activities

at home. These conditions, such as excessive noise and extreme weather,

are not conducive to effective training. While self-training does not

necessitate air-conditioned spaces, a well-ventilated and spacious training

area is ideal for their workout routines. These challenges, as identified by

Jukic et al. (2020), highlight the organizational consequences of quarantine

and isolation, which encompass the absence of organized training and

competition, limited communication between athletes and coaches,

restricted mobility, inadequate exposure to sunlight, and inappropriate

training conditions.
 134

Furthermore, students often encounter challenges related to a lack

of content knowledge and pedagogy when it comes to conducting self-

training activities in physical education performances. Those who are new

to self-training may struggle to understand the language and illustrations

used in the self-training manuals. As a result, it is imperative to provide

guidance and offer online videos and tutorials to ensure that students

perform the tasks correctly and safely. Proper equipment handling,

posture, and positioning are critical aspects of self-training, and without the

necessary guidance, there is a risk of injury. It is essential to bridge the

knowledge gap and provide the resources needed for effective self-training

in physical education.

5. Proposed Self-Training Activities for Student-Athletes

Self-training activities have been designed to offer student-athletes

the opportunity to independently engage in tasks that can help them

maintain their interest, motivation, and physical condition, especially in the

event of a sudden return to sports competitions. These activities have

been developed with the clear recognition of the numerous challenges that

athletes face during these challenging times. The pandemic has been
 135

linked to negative emotions such as anxiety, depression, unhealthy

behaviors like alcohol use and smoking, as well as eating and sleep

disorders. Moreover, constraints like changing restrictions due to

unforeseen COVID-19 cases, student-athlete motivation, access to

information, concerns about interactions with others, and the availability of

equipment for home-based training have also been identified.

The proposed self-training activities for student-athletes are an

outcome of this study and have been tailored to address the identified

challenges and issues. These activities aim to enhance the levels of

independence in student-athletes in various aspects, including physical,

mental, interpersonal, and intrapersonal attributes. The Training Plan

offers a comprehensive framework to ensure the continuity and

effectiveness of educational opportunities for every student athlete. It is a

response to the unique circumstances and needs of student-athletes

during the ongoing pandemic, providing a structured approach to support

their development and well-being.

A crucial step in preparing the self-training activities was assessing

student-athletes. They were asked to self-assess their levels of

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independence in various aspects, including physical, mental, interpersonal,

and intrapersonal attributes. This assessment was aimed at understanding

the areas in which student-athletes needed additional support and

guidance. In addition to the self-assessment, observations by trainers

provided valuable insights into the strengths and weaknesses of student-

athletes. The trainers' expertise in identifying areas where student-athletes

lacked independence was a critical part of the process.

Based on the assessments and observations, specific tasks that

exhibited lower levels of independence were identified. These tasks were

seen as key areas where student-athletes needed support and guidance.

The self-training activities were then developed to target the

identified tasks. The activities were designed to enhance the

independence of student-athletes in these specific areas. Best practices

and recommendations from studies such as Hammami et al (2020)

regarding the constraints of self-training were considered during the

activity development. To ensure the appropriateness of the activities,

student-athletes and trainers were consulted and their feedback was

incorporated. This iterative process aimed to fine-tune the activities and

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make them as effective and relevant as possible. The self-training

activities, along with detailed instructions, were compiled into a

comprehensive self-training plan.

This plan outlined the specific tasks, guidelines, and expected

outcomes for each activity. The self-training activities, guided by research,

assessments, and expert observations, aim to empower student-athletes

with the independence and skills they need to thrive in the challenging

context of the COVID-19 pandemic. This structured approach is intended

to support their physical, emotional, interpersonal, and intrapersonal well-

being while maintaining their readiness for a potential return to sports

competitions.
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CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of findings, conclusions, and

recommendations of the study.

Summary of Findings

This study aimed to explore the experiences of student-athletes in

adapting to training in the "new normal" and determine their level of

independence across physical, emotional, interpersonal, and intrapersonal

aspects, as well as the constraints encountered, as assessed by both the

trainees and their trainers. Both qualitative and quantitative research

methodologies were employed, utilizing a researcher-made questionnaire

and interviews as data gathering instruments. Statistical tools such as

 139

weighted mean and the t-test were utilized for data analysis and

interpretation.

From the data gathered, the following findings were obtained.

1. Experiences of Student Athletes in the New Normal

Thematic analysis of qualitative data revealed that student-athletes

found their training experiences in the new normal to be difficult and

challenging, often characterized by distractions and demotivation. They

relied on participation in summer sport leagues and competitions in their

community, engaging in physical workouts, and receiving strong support

from their coaches and trainers.

2. Student’s Level of Independence in doing Training Activities

2.1. Physical. For students-athletes demonstrated a high level of

independence in playing sports games like basketball and volleyball and in

assessing their nutritional needs. For coaches, they observed a very high

level of student-athletes independence in exercise selection, workout plan

creation, and adherence to healthy lifestyle practices. The composite

means for the athletes’ and trainers’ assessment were clear indications
 140

that the performance of different tasks along their physical aspect is

performed by the students with a high level of independence.

2.2. Mental. Student-athletes showed very high independence in

activities like listening to relaxing music, watching inspirational sports

competitions, and engaging in mind exercises. Trainers observed similar

levels of independence in students' motivation strategies of watching

inspirational sports. The composite mean shows that student-athletes have

a high level of independence in performing the training activities along with

their mental aspect.

2.3. Interpersonal. For student athletes and coaches, active

listening to coaches was independently practiced at a high level by

student-athletes, along with supporting, communicating, and interacting

with co-athletes. The composite mean reveals that the athletes and their

coaches were independent in the performance of their training activities

and the interpersonal aspect, to an elevated level.

2.4. Intrapersonal. For student-athletes they demonstrated high

independence in tasks involving self-care routines, positive self-talk, and

goal setting. Coaches similarly assessed students' ability to strengthen

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self-work and regulate behavior as competitive athletes is a high level.

Composite means show that student-athletes independently perform the

tasks along with their intrapersonal aspect, to a high level.

3. Difference in the Assessments by the Group of Respondents

Differences in assessments between trainers and athletes were

noted primarily in physical and mental aspects, attributed to athletes'

firsthand experiences during the pandemic. However, alignment in

assessments for interpersonal and intrapersonal aspects underscored

shared understanding between athletes and trainers, highlighting student-

athletes' resilience and the need for reevaluating youth sports provision.

4. Constraints Encountered by the Student-Athletes in Doing Self-

Training

Conflicting class and training schedules, lack of available self-

training materials at home, inadequate proper self-training tool kits and

guides, insufficient learning activities, are the constraints often

encountered by the student-athletes.

5. Proposed Self-Training Activities for Student-Athletes

The self-training activities aim to empower student-athletes to engage

 142

independently, addressing challenges posed by the pandemic and other

constraints. It targets enhancing student-athletes' independence across

various aspects, including physical, emotional, interpersonal, and

intrapersonal domains, guided by a systematic approach. This involved a

literature review, self-assessment, and trainer observations to identify

areas requiring support. The resulting self-training plan incorporates

feedback from both student-athletes and trainers, outlining tasks,

guidelines, and expected outcomes to maintain student-athletes' readiness

for potential sports competitions amidst pandemic challenges.

Conclusions

After careful examination of the findings, the following conclusions

were drawn.

1. Student-athletes find their experiences of training in the new

normal to be difficult and challenging, distracting and demotivating. They

gained support from their coaches.

2. Student-athletes observed self-direction in conducting self-

training activities in preparing themselves physically, mentally,

interpersonally, and interpersonally.

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3. Student-athletes level of independence in doing training

activities varies significantly in aspects, but there is no difference in the

interpersonal and intrapersonal aspects.

4. Student-athletes often face challenges on their training

schedules, availability of self-training responses at home and training

environments.

5. The self-training activities covers tasks that focuses on

enhancing physical, mental, interpersonal, and intrapersonal development

of student athletes to prepare them for potential sports competitions.

Recommendations

The findings and conclusions of the study paved the way for the

following recommendations.

1. Schools may evaluate and adopt the prepare self-training

activities to validate its effectiveness in developing the physical, mental,

interpersonal, and intrapersonal aspects of the student-athletes.

2. Coordination may be made with the parents, local government

unit (LGUs), and other stakeholders to better implement self-training

 144

programs or activities that support student athletes with their financial,

moral, and social needs.

3. Similar study may be made focusing on other areas such as

the monitoring and evaluation of student-athletes performance during

trainings and during the actual sports competitions.

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Padilla-Meléndez, A., Fernández-Gámez, M. A. and Molina-Gómez, J.

(2014). Feeling the risks: effects of the development of emotional
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Teodorescu, S., Bota, A., Popescu, V., Mezei, M., & Urzeala, C. (2021).
Sports Training during COVID-19 First Lockdown—A Romanian
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Applied Sport Psychology, 27(1), 56-68.

Koh, K. T., & Tan, L. Q. W. (2022). Interpersonal knowledge of coaching.

In T. Morris & C. Smith (Eds.), Practical Sports Coaching (pp. 151-
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Messarra, L.C., Karkoulian, S. and El-Kassar, A. (2016). Conflict resolution

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Monga, M. (2016). Integrity and its antecedent: A unified conceptual

framework of integrity. The Journal of Developing Areas, 50(5), 415-
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Mussel, P. (2013). Introducing the construct curiosity for predicting job

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Nair, K. (2011). Implementing theatre in management education: a

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Promoting Health and Well-Being in Schools." Routledge.

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consequences of reflexivity in new product idea screening. Product
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15(1), 43-59. 168
151
 152

APPENDICES

APPENDIX A
Sample Letter of Request for Validation
 153

Recipients of Letter

1. Dr. Kristine P. Cinco – EPS-MAPEH, Schools Division of Lipa City

2. Dr. Celso D. Zara – Faculty, College of Teacher Education

3. Dr. Karen A. Bunquin – Department Head-PE, Collegio ng Batangas

 154

APPENDIX B
Sample Letter of Request for the Distribution of Questionnaire - Pilot
Testing
 155

Recipients of Letter

1. Rogelio F. Opulencia – Asst. School Division Superintendent of

Tanauan City

2. Juilius Rhyan M. Quine - EPS-Schools Division of Tanauan City

3. Lilibeth L. Cabrera - Principal 3 -Tanauan City Integrated High

School Trapiche 1, Tanauan City Batangas

 156

APPENDIX C
Sample Letter of Request for the Distribution of Questionnaire
157
 158

Recipients of Letter

Public School

1. Mena M, De Torres, Principal III, Paharang Integrated School

2. Paulina P. De Torres, Principal IV, Talumpok Integrated High School

3. Nieves A. Montalbo, Principal III, Pinamukan Integrated School

4. Lanie M. Salazar, Principal III, Tabangao Integrated School

5. Arnold D. Diona, Teacher-in-Charge, Alangilan Senior High School

6. Sally M. Evangelista, Principal III, Balete Integrated School

7. Czarina Portia M. Villalobos, Principal IV, Natalia V. Ramos

Memorial Integrated School

8. Aida C. Gutierrez, Principal IV, Batangas City Integrated High

School

9. Carmelita D. Abag, Officer-in-Charge (PSDS), Batangas City South

SHS

10. Eleneth D. Escalona, Principal III, Sto. Niño National High School

11. Roanne A. Mendoza, Teaccher-in-Charge, Mahabang Dahilig SHS

12. Leo C. Javiña, Principal II, Gulod Senior High School

13. Marco Buela, Teacher-in-Charge, TISISI Integrate School

 159

14. Rebecca R. Pagcaliwagan, Principal IV, Conde Labac Integrated

School

15. Jereme F. Falcatan, Principal II, Libjo National High School

16. Lilibeth M. Virtus, Principal IV, Banaba West Integrated School

17. Larsie M. Macaraig, Principal II, Sta. Rita National High School

18. Ronald M. Enriquez, Principal III, P.S. Tolentino Mem. Integrated

School

19. Anabelle L. Patotolot, Principal III, Talahib Pandayan National High

School

20. Ivy E. Fronda, Principal II, San Agapito Integrated School

21. Rodel C. Male, Teacher-in-Charge, San Agustin Integrated School

22. Teodorica S. Porcino, Head Teacher I, San Antonio National High

School

Private School

1. Dr. Dolores D. Borras, Senior High School Principal, Saint Bridget

College

2. Dr. Rossana P. Bagon, IBED Principal, St. Bridget College

3. Jasmin D. Dela Cruz, Deputy School Administrator, STI Batangas

 160

4. Dr. Vivian A. Perez, Principal, LPU-B High School Department

5. Dr. Sofia B. Visco, Principal High School Department, Casa Del

Bambino Emmanuel Montessori

6. Attorney/ Pastor Mickel Borigas, School Administrator, Souvereign

Sheperd School of Values and Learnings

7. Luis Philip M. Oropesa, Head Teacher III, Batangas State University

Integrated School

8. Dr. Arlene D. Castor, Director/School President, Westmead

International School

9. Joelle P. Camacho, Principal, Batangas Christian School

10. Rev/Dr. Paul Y. Lee, School Director, Kings Kids Christian Academy

11. Melvin D. Caseda, School Director, AMA Computer College

12. Rodelia A. Lat, Principal, Golden Gate High Department

13. Dr. Hernando B. Perez, President, University of Batangas

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APPENDIX D
Interview Guide in Describing the Experiences of Student-Athletes in the
New Normal

1. How are you going to describe your experiences in self-training in

the new normal?

2. Have you attended virtual/limited face to face training? What type of

training is it?

3. What are your experiences in the training attended?

4. Which learning training modality do you use in the new normal

condition?

5. How are you going to compare your training and performance before

the pandemic and today when we are in the new normal?

6. What difficulties have you encountered in doing self-training?

7. What is the support and guidance extended by your school or coach

relative to your training activities?

8. What do you think would happen if these self-training programs were

not being done in this time of pandemic?

9. What do you think are the skills that you have developed by doing

independent training at home?

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APPENDIX E
Output of the Study
SELF-LEARNING ACTIVITIES FOR STUDENT ATHLETES

RATIONALE

The recent events have resulted to a multitude of challenges faced by

student-athletes as they strive to excel both academically and athletically.

These dedicated individuals must navigate a delicate balance between

school schedules and the demanding training required to reach peak

performance in their chosen sports. Moreover, various constraints, ranging

from a lack of resources to unfavorable training environments, can hinder

their progress. Recognizing these challenges, the proponent introduces a

self-training activities intended specifically for student-athletes, one that not

only addresses these constraints but also enhances their physical, mental,

and emotional well-being.

This self-training activities are born out of a deep understanding of the

unique hurdles faced by student-athletes. The relevance and practical

significance of these activities lie in its ability to empower these individuals

to overcome these challenges, enabling them to thrive in both their

academic endeavors and their athletic pursuits. The activities offer a

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flexible scheduling system, allowing student-athletes to harmonize their

academic commitments with their self-training routines. It recognizes that

time management is a key skill, and empowers them to master it. It

provides alternative exercises and training regimens that require minimal

equipment or household items, ensuring that student-athletes can continue

their development even without access to specialized equipment or

facilities.

Moreover, it offers training guides and resources, to bridge the gap in

self-training knowledge, ensure proper technique and safety in the

independent conduct of the tasks and exercises. It has integrated a diverse

range of activities, covering topics such as goal setting, motivation, and

mental resilience. These activities not only enhance self-training but also

contribute to overall personal growth. Meanwhile, this includes strategies

to adapt to unfavorable training conditions. Whether it is addressing

temperature concerns, noise, ventilation, lighting, or terrain, it provides

guidance on optimizing the training environment at home.

This self-training program offers a holistic solution to the identified

challenges faced by student-athletes, offering a research-based solution to

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improve and sustain their athletic performance. It recognizes that their

success extends beyond the athletic field and into the classroom and their

daily lives. By empowering them to overcome constraints and excel in

various aspects of their development, this aims to foster a generation of

well-rounded, resilient, and high-achieving student-athletes poised for

success on and off the field.

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I. Introduction

Presented here are well-structured activities designed to harness the

latent potential of every student-athlete and empower them to thrive not

only in their chosen sport but also in the grand arena of life itself. The

primary purpose of this self-training activities are to equip student-athletes

with the knowledge, skills, and mindset necessary to excel academically,

athletically, and personally. It seeks to nurture well-rounded individuals

capable of confronting life's challenges with unwavering determination and

adaptability.

Self-training is the cornerstone of success for student-athletes. It is a

profound journey of self-discovery, growth, and resilience. By taking

control of their own development, student-athletes can unlock their full

potential, transcend limitations, and conquer the challenges that lie ahead.

Through this self-training activity, it is hoped that the significance of self-

training will be reaffirmed, emphasizing that the greatest victories are not

achieved solely on the field, homes or in the classroom but within the
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depths of one's character and spirit. This journey is as much about building

physical strength as it is about fortifying mental resilience, as much about

teamwork as it is about personal growth. It is a journey toward becoming

not just skilled athletes but exceptional human beings.

II. Objectives

This generally covers a provision of a comprehensive self-training

activities for student-athletes that holistically enhances their physical

fitness, mental resilience, interpersonal skills, and intrapersonal growth,

equipping them with the tools and mindset needed for success in both their

athletic pursuits and broader life endeavors. Among its specific objectives

are the following:

1. Improve the physical fitness levels of student-athletes, including

strength, endurance, flexibility, and agility, leading to enhanced

athletic performance and reduced risk of injury.

2. Develop mental toughness, resilience, and emotional well-being

among student-athletes, equipping them with effective stress

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management techniques, goal-setting skills, and strategies to

maintain a positive mindset during challenges.

3. Promote teamwork, communication, and leadership skills

(interpersonal) while fostering self-awareness, self-discipline, and

personal growth (intrapersonal) among student-athletes, enabling

them to thrive not only in their sport but also in their academic and

personal lives.

III. Components

The self-training program for student-athletes is structured into four

distinct components, each dedicated to enhancing a specific aspect of their

growth and well-being:

Physical Training: Activities focused on enhancing physical

fitness. In this section, student-athletes engage in a range of physical

activities meticulously designed to boost their physical fitness. Whether it's

improving strength, endurance, agility, or flexibility, these exercises aim to

elevate their athletic performance while nurturing a foundation of sound

health and vitality.

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Mental Resilience: Activities to strengthen mental toughness

and well-being. Mental resilience is the bedrock upon which champions

are built. Here, student-athletes embark on a journey of self-discovery,

honing their mental toughness and emotional well-being. Through various

exercises and techniques, they learn to navigate the psychological rigors

of competition, bounce back from setbacks, and maintain a positive

mindset in the face of adversity.

Interpersonal Skills: Activities promoting teamwork and

communication. Success in sports often hinges on the ability to work

seamlessly within a team. This component emphasizes the cultivation of

interpersonal skills, fostering effective teamwork, communication, and

leadership. Student-athletes participate in activities that enhance their

ability to collaborate with teammates, cohesively chase common goals,

and inspire unity within thei sports communities.

Intrapersonal Growth: Activities fostering self-awareness and

personal development. At the heart of these self-training activities lies the

pursuit of personal growth and self-discovery. Here, student-athletes

engage in activities aimed at cultivating self-awareness, self-discipline, and

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self-improvement. Through reflection and self-exploration, they uncover

their unique strengths and develop the resilience needed to thrive in both

the athletic arena and life's broader challenges.

IV. Self-Training Activities

Physical Training:

Activity 1: Interval Running Workouts

Activity 2: Bodyweight Circuit Training

Activity 3: Plyometric Training

Activity 4: Core Strengthening Routine

Mental Resilience:

Activity 1: Daily Journaling

Activity 2: Visualization Techniques

Interpersonal Skills:

Activity 1: Virtual Teamwork Challenges

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Activity 2: Peer Coaching

Intrapersonal Growth:

Activity 1: Mindfulness Exercises

Activity 2: Goal-setting Activity

V. Monitoring and Evaluation

Monitoring and evaluating the progress of student-athletes throughout the

self-training activity is crucial to ensure that the self-training activity is

effective and that student-athletes are achieving their goals.

1. Implementing regular assessments of physical fitness, mental

resilience, interpersonal skills, and intrapersonal growth.

2. Collection of relevant data during and after each self-training activity

which may include performance metrics, self-reported emotions, or

feedback on interpersonal interactions.

3. Tracking progress toward individual goals set at the beginning of

the self-training activity. Student-athletes should regularly review

and adjust their goals based on their development.

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4. Administration of surveys or feedback forms to gather insights from

student-athletes regarding their experiences, challenges, and

perceived improvements.

5. Assignment of mentors or coaches to provide guidance and support

to student-athletes. Regular check-ins with mentors can help

assess progress and address individual needs.

6. Preparation of necessary changes based on the feedback to make

the activities adjustments as needed.

7. Conduct of a comprehensive evaluation to assess overall progress

and outcomes. This evaluation should compare the initial and final

assessments and consider qualitative feedback.

8. Detailed records of assessments, progress reports, and feedback

throughout the program. This documentation is valuable for future

improvements and analysis.

9. Acknowledgement and recognition.

VI. Expected Outcomes

At the end of the program, student-athletes will:

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1. Experience significant improvements in their physical fitness,

leading to enhanced athletic performance and reduced injury risk.

2. Develop heightened mental resilience, equipping them with the

skills to maintain a positive mindset, manage stress effectively, and

bounce back from setbacks both on and off the field.

3. Enhance interpersonal skills will enable student-athletes to excel

as team players, fostering strong communication, collaboration, and

leadership within their sports communities.

4. Empower individuals to embark on a journey of intrapersonal

growth, promoting self-awareness, self-discipline, and personal

development.

5. Prepared to excel not only in their athletic pursuits but also in

their academic and personal lives, becoming well-rounded individuals

poised for success.

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PHYSICAL SELF-TRAINING ACTIVITIES

Activity 1

Interval Running Workouts

Objective: Interval running workouts are designed to enhance

cardiovascular fitness, stamina, and speed, leading to improved athletic

performance and overall health.

Materials Needed:

 Running Shoes

 Comfortable Athletic Apparel

 Timer or Stopwatch

 Running Surface

Expected Outcomes:

1. Improved cardiovascular fitness, leading to increased endurance.

2. Enhanced speed and sprinting abilities.

3. Better calorie burn and weight management.

4. Increased lung capacity and oxygen efficiency.

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5. Greater mental toughness and determination as you push through

challenging intervals.

6. Gradual progression in interval duration and intensity.

Instructions:

1. Warm-Up: Begin each interval running session with a thorough

warm-up. This can include 5-10 minutes of light jogging or brisk

walking to increase blood flow and prepare your muscles for

exercise. Perform dynamic stretching exercises to loosen up your

muscles, focusing on major muscle groups such as legs, arms, and

core.

2. Interval Selection: Choose an appropriate interval duration based

on your fitness level. Beginners may start with shorter intervals (e.g.,

30 seconds), while more experienced athletes can extend to longer

intervals (e.g., 1-2 minutes). Decide on the number of intervals you'll

complete during the session. Start with a manageable number and

gradually increase as you progress.

3. Sprint Phase: During the interval, run at a pace that is significantly

faster than your comfortable jogging pace. This should feel

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challenging but sustainable for the duration of the interval. Focus on

maintaining good running form and posture. Keep your arms

relaxed, engage your core, and maintain a strong but relaxed stride.

4. Recovery Phase: After each sprint interval, include a recovery

phase where you jog or walk at a slower pace. This allows your

heart rate to come down and prepares you for the next interval. The

duration of the recovery phase should be roughly equal to or slightly

longer than the sprint interval (e.g., if you sprinted for 1 minute,

recover for 1-2 minutes).

5. Repetitions: Repeat the sprint and recovery phases for the

predetermined number of intervals. As you progress, consider

increasing either the duration of the intervals, the number of

repetitions, or both.

6. Cool Down: After completing all intervals, finish with a cool-down

period of 5-10 minutes of light jogging or walking. This gradually

reduces your heart rate and prevents muscle stiffness.

7. Stretching: Conclude your workout with static stretching exercises

to improve flexibility and prevent muscle tightness. Focus on major

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muscle groups like the quadriceps, hamstrings, calves, and hip

flexors.

8. Hydration and Nutrition: Stay well-hydrated before, during, and

after the workout. Consider a balanced snack or meal containing

carbohydrates and protein to aid in recovery.

9. Progression: Track your interval running sessions and strive for

gradual progression. Increase the duration of sprint intervals or the

number of repetitions over time as your fitness improves.

10. Rest Days: Allow for sufficient rest between interval running

workouts to prevent overtraining and injury. Incorporate other forms

of physical activity or rest days as needed.

Monitoring Scheme:

1. Maintain a training log to record the details of each interval running

session. Include the duration of intervals, recovery times, distance

covered, and how you felt during the workout.

2. Consider using a heart rate monitor to ensure you're working within

your target heart rate zone during sprint intervals. This helps

optimize cardiovascular benefits.

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3. Set specific goals for your interval running workouts, such as

increasing the duration of sprint intervals or the number of

repetitions. Regularly assess your progress toward these goals.

4. Conduct fitness assessments, including timed runs over set

distances, to evaluate improvements in speed and endurance.

5. Pay attention to your body's feedback. If you experience persistent

pain or fatigue, adjust your workout intensity or consult with a coach

or healthcare professional.

6. Monitor your nutrition and hydration habits before and after

workouts to ensure proper fueling and recovery.

7. Incorporate adequate rest days into your schedule to prevent

overtraining and monitor signs of overuse injuries.

8. Consider seeking input and feedback from peers or coaches who

can provide insights and help with monitoring your progress.

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Activity 2

Bodyweight Circuit Training

Objective: Enhance overall physical fitness, including strength,

endurance, and agility, through a structured bodyweight circuit training

routine.

Materials Needed:

 Comfortable workout attire

 Exercise mat (optional)

 Timer or stopwatch

 Hydration (water bottle)

 Clear, safe space for training

Expected Outcomes

1. Enhanced strength, endurance, and agility, leading to improved

athletic performance.

2. Increased muscle tone and definition, particularly in the core, arms,

legs, and chest.

3. Improved cardiovascular fitness and stamina, contributing to better

endurance during sports activities

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4. Increased mental toughness as you push through challenging

exercises, fostering a growth mindset.

Instructions:

1. Warm-Up (5-10 minutes): Begin with a light warm-up to prepare

your body for exercise. Options include jumping jacks, jogging in

place, or dynamic stretching. Perform each warm-up exercise for 1-2

minutes to elevate your heart rate and increase blood flow to your

muscles.

2. Circuit Setup: Design a circuit that includes bodyweight exercises

targeting different muscle groups. Example exercises include push-

ups, squats, lunges, planks, and burpees. Decide on the number of

repetitions for each exercise and the duration of the circuit (e.g., 3

rounds of 10 reps each). Set a timer or stopwatch to keep track of

your workout.

3. Execution: Start the circuit by performing the first exercise. Execute

each exercise with proper form and control. After completing one

exercise, move on to the next without rest. Repeat the circuit for the

predetermined number of rounds or duration. Focus on maintaining

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good posture, breathing rhythmically, and engaging your core

throughout the exercises.

4. Rest and Hydration: Allow for short rest periods (e.g., 30-60

seconds) between rounds to catch your breath and stay hydrated.

Take small sips of water as needed to stay hydrated during your

workout, but avoid overhydration that can lead to discomfort.

5. Cool-Down (5-10 minutes): After completing the circuit, perform a

cool-down routine to help your body recover. Include static stretches

for major muscle groups to improve flexibility and reduce muscle

soreness. Hold each stretch for 15-30 seconds and focus on

controlled breathing.

6. Tracking and Progress: Maintain a training log or journal to record

the details of your bodyweight circuit workouts. Include the date,

exercises performed, number of repetitions, and any notes about

your performance or how you felt during the session. Track your

progress by periodically increasing the intensity (e.g., adding more

reps, increasing circuit rounds) as your fitness level improves.

Safety Considerations
 181

1. Prioritize safety and proper form throughout the workout. If you're

unsure about exercise form, seek guidance from a coach or trainer.

2. Listen to your body. If you experience pain or discomfort beyond the

usual muscle fatigue, stop the exercise and consult a healthcare

professional if needed.

Monitoring Scheme

1. Before starting this training routine, record your baseline fitness

levels. This can include the number of push-ups, squats, or burpees

you can complete in one minute, as well as your overall endurance

for the circuit.

2. Perform the bodyweight circuit training routine at least three times a

week. After each session, record your performance, including the

number of repetitions completed and the duration of the circuit.

3. Maintain a training journal to document your workouts, noting any

changes in your strength, endurance, or overall fitness. Include

details such as your feelings during the workout, any challenges

encountered, and areas of improvement.

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4. Every two weeks, review your progress and consider adjusting the

circuit to increase the challenge. You can add more repetitions,

increase the number of circuit rounds, or introduce variations of the

exercises.

5. If you encounter any issues, have questions about your progress, or

experience pain or discomfort beyond typical muscle fatigue, consult

a coach, trainer, or healthcare professional for guidance.

6. Set long-term fitness goals related to strength, endurance, or agility.

Periodically assess your progress toward these goals and adjust

your training routine accordingly.

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Activity 3

Plyometric Training

Objective: Plyometric training is designed to improve explosive power,

agility, and overall athleticism. It helps student-athletes develop the ability

to generate maximum force in minimal time, which is crucial in many

sports.

Materials Needed

 Comfortable athletic attire

 Athletic shoes with good cushioning and support

 Plyo box or stable platform (optional)

 Timer or stopwatch

 Hydration (water bottle)

 Clear and safe training area

Expected Outcomes

1. Improved ability to produce quick and powerful movements,

beneficial for sprinting, jumping, and agility.

 184

2. Improved vertical jump height, valuable in sports like basketball,

volleyball, and track and field.

3. Enhanced agility, speed, and coordination, contributing to better on-

field performance.

4. Increased muscle strength and conditioning, particularly in the lower

body.

Instructions

1. Begin with a light warm-up, including jogging or dynamic stretching

to prepare your muscles for plyometric exercises.

2. Perform dynamic stretches that focus on your legs, such as leg

swings and knee hugs.

3. Choose 3-5 plyometric exercises, such as squat jumps, box jumps,

burpees, or tuck jumps. Perform each exercise for a specific duration

or number of repetitions, aiming for explosiveness. Allow for brief

rest (30-60 seconds) between exercises to maintain quality

performance.
 185

4. As your plyometric abilities improve, gradually increase the intensity

by adding more repetitions, height, or complexity to the exercises.

Always prioritize proper form and technique over volume.

5. Finish with a cool-down period consisting of static stretching

exercises, focusing on the lower body muscles. Stretch major

muscle groups such as quads, hamstrings, calves, and hip flexors.

6. Stay well-hydrated before, during, and after the workout. Consume a

balanced post-workout snack or meal containing carbohydrates and

protein to aid recovery.

Safety Considerations

1. Ensure you have sufficient space and a safe surface for plyometric

exercises,.

2. Pay close attention to your landing mechanics to reduce the risk of

injury.

3. Avoid overtraining and excessive volume, as plyometrics can be

demanding on the muscles and joints.

Monitoring Scheme
 186

1. Keep a training log to track the exercises, sets, repetitions, and any

notes about your performance.

2. Periodically assess your progress by measuring improvements in

vertical jump height, speed, or agility drills.

3. Seek feedback from coaches or trainers to ensure proper technique

and form. Make necessary adjustments based on their

recommendations.

4. Allow for sufficient recovery time between plyometric sessions to

prevent overuse injuries and monitor your body's response to

training.

5. Gradually increase the intensity of plyometric exercises as your

strength and explosiveness improve.

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Activity 4

Core Strengthening Routine

Objective: A strong core is essential for stability, balance, and overall

athletic performance. This routine focuses on core strengthening

exercises.

Materials Needed

 Comfortable workout attire

 Exercise mat

 Timer or stopwatch

 Hydration (water bottle)

 Clear and safe training area

Expected Outcomes
 188

1. Enhanced core strength and stability, which is crucial for maintaining

balance and posture in various athletic movements.

2. Reduced risk of injuries, especially those related to poor core

stability, such as lower back pain.

3. Improved performance in sports that require core strength, such as

swimming, gymnastics, and martial arts.

Instructions

1. Start with a light warm-up, including dynamic stretches to prepare

your core muscles. Perform exercises like leg swings, hip circles, or

torso rotations to engage your core.

2. Choose a set of core exercises, such as planks, Russian twists,

bicycle crunches, and leg raises. Perform each exercise for a

specific duration or number of repetitions with a focus on maintaining

proper form.

3. Gradually increase the intensity and duration of each exercise as

your core strength improves. Challenge yourself by adding

resistance or using more advanced variations of the exercises.

 189

4. Finish with a cool-down period that includes gentle static stretches

for the core muscles. Perform stretches such as the cat-cow stretch

and child's pose.

5. Stay hydrated before, during, and after the workout.

6. Consume a balanced post-workout snack or meal to support

recovery.

Safety Considerations

1. Pay attention to proper form and technique to prevent strain on the

lower back or neck.

2. Modify exercises if you experience discomfort or pain.

Monitoring Scheme

1. Maintain a training log to record the exercises, sets, repetitions, and

any notes about your core strengthening routine.

2. Periodically assess your core strength by performing exercises like

plank holds for maximum time or repetitions of specific core

exercises.
 190

3. Seek feedback from coaches or trainers to ensure proper technique

and form. Make necessary adjustments based on their

recommendations.

4. Allow for sufficient recovery between core strengthening sessions to

prevent overuse injuries and monitor your body's response to

training.

5. Gradually increase the intensity and complexity of core exercises as

your core strength improves.

MENTAL RESILIENCE ACTIVITIES

Activity 1

Daily Journaling

Objective: Enhance self-awareness, promote reflection, and facilitate

personal growth through daily journaling.

Materials Needed:

 Journal or notebook
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 Pen or pencil

Expected Outcomes

1. Displayed deeper understanding of their thoughts, emotions, and

reactions in various situations.

2. Enhanced clarity regarding personal and athletic goals, leading to

more effective goal setting and achievement.

3. Improved stress management as they use journaling to express and

process their feelings and concerns.

4. Strengthened mental resilience and emotional regulation, which can

positively impact performance on and off the field.

Instructions:

1. Choose a consistent time each day for your journaling practice. It

can be in the morning, before bedtime, or at any other convenient

time.

2. Find a quiet and comfortable place where you won't be disturbed

during your journaling sessions.

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3. In your journal, reflect on your day, experiences, and emotions.

Write about your training, academic activities, interactions with

others, and any challenges or successes you encountered.

4. Use your journal as a safe space to express your feelings and

emotions honestly. Whether it's frustration, excitement, or gratitude,

let your thoughts flow onto the pages.

5. Dedicate a section of your journal to setting and tracking short-term

and long-term goals. This can include athletic performance goals,

academic goals, or personal development goals.

6. Regularly review your past entries to identify patterns, areas of

improvement, and progress towards your goals. Reflect on what

you've learned about yourself through journaling.

Safety Considerations

1. Be aware of your emotions as you journal. If you find yourself

consistently experiencing negative emotions or if journaling causes

distress, consider seeking support from a mental health

professional.

Monitoring Scheme
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1. Commit to daily journaling for at least 10-15 minutes a day.

2. Regularly review your journal entries to identify patterns, insights,

and changes in your thoughts and emotions over time.

3. Track your progress toward the goals you've set in your journal. Are

you making strides toward achieving them? If not, consider adjusting

your strategies.

4. Pay attention to your emotional well-being. Has journaling helped

you manage stress or improve your outlook? Document changes in

your emotional state.

5. Based on your reflections and progress, adapt your journaling

practice as needed. You can explore different journaling techniques

or prompts to keep the practice fresh and beneficial.

Activity 2

Visualization Techniques

Objectives: Enhance mental resilience and sports performance by

developing effective visualization techniques.

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Materials Needed:

 Notebook or journal

 Pen and pencil

Expected Outcomes

1. Enhanced ability to maintain a positive mindset and manage stress

during sports competition.

2. Improved concentration and the capacity to stay focused on specific

performance goals.

3. Greater self-belief in one's abilities, leading to improved sports

performance.

4. Enhanced ability to cope with pre-competition nerves and anxiety.

5. Transference of mental practice into improved physical performance.

Instructions

1. Find a quiet and comfortable space where you won't be disturbed

during your visualization practice.

2. Begin with deep breathing or progressive muscle relaxation to calm

your mind and body. Spend a few minutes in this state of relaxation.
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3. Visualization Preparation:

a. Close your eyes and vividly imagine yourself in your sports

setting. Picture the venue, your teammates, opponents, and

the environment.

b. Engage all your senses. Imagine the sounds, smells, and

feelings associated with your sport.

c. Visualize yourself performing at your best. See yourself

executing your skills flawlessly.

4. Goal-Oriented Visualization:

a. Focus on specific performance goals. Imagine scenarios

where you achieve these goals with confidence and precision.

b. Visualize overcoming challenges or obstacles with ease and

determination.

5. Use of Positive Affirmations:

a. Incorporate positive self-talk into your visualization.

b. Tell yourself that you are capable, confident, and resilient.

c. Repeat affirmations such as "I am strong," "I am focused," or

"I am in control."
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6. Dedicate 10-15 minutes daily to visualization practice. Consistency

is key to seeing improvements.

7. After each session, write down your experiences and any insights

gained. Note your emotions, thoughts, and areas of improvement.

Safety Considerations

1. Visualization is a mental exercise, so it carries no physical risks.

However, if you find that visualization brings up negative emotions or

stress, consider seeking guidance from a mental health professional

or sports psychologist.

Monitoring Scheme

1. Keep a journal to record your daily visualization sessions. Note any

changes in your mental resilience, focus, and confidence.

2. Track your performance goals in the journal as well. Update your

goals as needed and observe your progress toward achieving them.

3. If you encounter difficulties or have questions about your

visualization practice, consider consulting a sports psychologist or

mental performance coach for guidance and feedback.

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INTERPERSONAL SKILLS ENHANCEMENT ACTIVITIES

Activity 1

Virtual Teamwork Challenges

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Objective: Enhance teamwork, communication, problem-solving, and

collaboration skills among student-athletes through engaging in virtual

teamwork challenges.

Materials Needed

 Internet-connected device (computer, tablet, or smartphone)

 Access to video conferencing platforms (e.g., Zoom, Microsoft

Teams)

 Writing materials for note-taking (digital or physical)

Expected Outcomes

1. Enhanced ability to work effectively within a team, understanding

each member's strengths and weaknesses.

2. Enhanced communication skills, including active listening, clear

articulation, and concise messaging.

3. Improved problem-solving and critical thinking skills as you

collectively tackle challenges.

4. Increased capacity to collaborate with diverse teammates, fostering

a sense of unity and shared goals.

Instructions:
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1. Schedule a virtual meeting using a preferred video conferencing

platform. Invite teammates or fellow student-athletes to participate.

2. Divide participants into teams of 3-5 members, ensuring a mix of

backgrounds and skills within each team.

3. Choose a virtual teamwork challenge that suits your group's

interests and goals. Examples include online escape rooms, virtual

scavenger hunts, or collaborative online puzzles.

4. Participate in the selected virtual teamwork challenge. Assign roles

within your team, such as a leader, note-taker, timekeeper, and

communicator.

5. After completing the challenge, reconvene as a group to discuss

your experiences.

6. Reflect on the teamwork dynamics, communication patterns, and

problem-solving strategies that emerged during the challenge.

7. Identify key takeaways from the activity. Discuss what worked well

and areas that need improvement.

Safety Considerations
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1. Ensure the virtual teamwork challenges selected are age-

appropriate and do not involve any sensitive or inappropriate

content.

2. Emphasize respectful and inclusive communication within teams to

maintain a positive and supportive environment.

Monitoring Scheme

1. Before beginning the activity, have participants complete a self-

assessment related to teamwork and communication skills to

establish a baseline.

2. Monitor active participation and engagement during the virtual

teamwork challenge sessions.

3. Encourage participants to journal or discuss their experiences and

insights gained from each challenge.

4. Conduct periodic check-ins with participants to discuss their growth

in teamwork, communication, and problem-solving skills.

5. Set long-term goals related to teamwork improvement and track

progress toward these goals over time.

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Activity 2

Peer Coaching
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Objective: The objective of this self-training activity is to develop coaching

and leadership skills among student-athletes through peer coaching

interactions, enhancing their ability to support and guide their teammates

effectively.

Materials Needed

 Access to virtual meeting platforms (e.g., Zoom, Skype)

 A list of coaching topics or scenarios

Expected Outcomes

1. Improved ability to provide constructive feedback, guidance, and

support to peers

2. Enhanced communication and active listening skills, leading to more

effective interactions with teammates.

3. Development of leadership qualities as student-athletes take on

coaching roles and responsibilities.

Instructions
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1. Identify a list of coaching topics or scenarios relevant to your sport.

These could include technique improvement, strategy discussions,

or mental resilience coaching.

2. Pair up student-athletes, ensuring that each individual has a

coaching partner. You can rotate partners for different coaching

sessions.

3. Schedule virtual meetings or video calls between coaching pairs.

Make sure to choose a suitable time for both individuals.

4. During the coaching session, one student-athlete takes on the role

of the coach, while the other becomes the athlete being coached.

5. The coach should provide feedback, guidance, and support to help

the athlete improve in the chosen coaching topic or scenario.

6. Switch roles after a set duration, allowing each participant to

experience both coaching and being coached.

7. After each coaching session, engage in a discussion where both

individuals provide feedback on the coaching experience.

8. Reflect on what went well and areas for improvement.

Safety Considerations
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1. Ensure that virtual meetings are conducted in a safe and secure

environment, and that participants are respectful and considerate

during coaching sessions.

Monitoring Scheme

1. Assess the effectiveness of coaching and communication skills

during coaching sessions, providing constructive feedback to one

another.

2. Encourage each participant to maintain a coaching journal, where

they reflect on their coaching experiences and identify areas for

improvement.

3. Schedule regular coaching sessions, such as once a week, and

monitor improvements in coaching and communication skills over

time.

4. Periodically review the feedback and discussions after coaching

sessions to identify trends and areas of growth.

5. Set coaching and communication improvement goals and assess

progress toward these goals.

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INTRAPERSONAL GROWTH ACTIVITIES

Activity 1

Mindfulness Exercises

Objective: To enhance mental resilience, focus, and self-awareness

through regular mindfulness exercises.

Materials Needed

 Comfortable and quiet space

 A timer or meditation app (optional)

Expected Outcomes

1. Enhanced ability to concentrate and maintain focus during training

and competition.

2. Improved stress management and the capacity to stay calm under

pressure.

3. Enhanced emotional control, enabling better handling of intense

situations in sports and life.

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4. Improved understanding of one's thoughts and emotions, leading to

better self-awareness and self-control.

Instructions

1. Find a quiet and comfortable place where you can sit or lie down

without disturbances.

2. If you're using a timer, set it for the desired duration. Beginners may

start with 5-10 minutes, gradually increasing over time (optional).

3. Sit or lie down in a comfortable position with your back straight. You

can use a cushion or chair for support if needed.

4. Close your eyes gently and bring your attention to your breath.

Observe the natural rhythm of your breath as you inhale and exhale.

5. As thoughts arise, acknowledge them without judgment, and gently

guide your focus back to your breath. Your goal is to observe

thoughts without becoming entangled in them.

6. If desired, you can perform a body scan, starting from your toes and

moving up to your head. Notice any tension or sensations in each

body part and release it as you continue to breathe (optional).

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7. If your mind wanders, as it naturally will, gently bring your attention

back to your breath or the present moment without self-criticism.

8. When the timer (if used) goes off or when you feel ready, slowly

open your eyes. Take a moment to reorient yourself to the

surroundings.

Safety Considerations

1. Mindfulness exercises are generally safe and beneficial. However, if

you have a history of mental health concerns, such as anxiety or

trauma, consult with a mental health professional before starting a

mindfulness practice.

Monitoring Scheme

1. Commit to daily mindfulness practice, starting with a short duration

and gradually increasing it as you become more comfortable.

2. Maintain a mindfulness journal to record your experiences, thoughts,

and any changes in your focus, stress levels, or emotional well-

being.

3. Periodically assess your emotional responses and stress levels in

sports and daily life. Note any improvements in emotional regulation.

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4. If you encounter challenges or have questions about your

mindfulness practice, consider seeking guidance from a mindfulness

coach or mental health professional.

Activity 2

Goal-Setting Activity

Objective: Develop effective goal-setting skills to enhance motivation,

focus, and performance in both athletics and personal life.

Materials Needed

 Notebook or journal

 Pen or pencil

 A quiet and comfortable space for reflection

Expected Outcomes

1. Improved clarity about personal and athletic goals, leading to a

greater sense of purpose and direction.

2. Heightened motivation to work toward and achieve set goals, both

short-term and long-term.

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3. Enhanced ability to concentrate on specific tasks, whether in

training, academics, or other aspects of life.

4. A structured approach to tracking and measuring progress toward

goals, allowing for adjustments and celebrating achievements.

Instructions:

1. Find a quiet and uninterrupted space to sit down with your notebook

and pen.

2. Begin by reflecting on your short-term and long-term goals. These

can be related to your sport, academics, personal growth, or any

other aspect of your life.

3. Apply the SMART criteria to your goals:

a. Specific: Define your goals clearly and precisely.

b. Measurable: Determine how you'll measure progress and

success.

c. Achievable: Ensure your goals are realistic and attainable.

d. Relevant: Align your goals with your values and aspirations.

e. Time-Bound: Set deadlines for achieving each goal.

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4. Write your goals in your journal, making sure to include all the

details that make them SMART.

5. For larger goals, break them down into smaller, manageable steps

or milestones.

6. Outline the specific actions and tasks you need to take to work

toward your goals.

7. Commit to regularly reviewing and updating your goals and action

plan. This can be done weekly or monthly.

Safety Considerations

1. This activity is focused on personal development and goal setting,

so there are no safety concerns related to physical well-being.

However, be mindful of your emotional well-being, and if goal setting

becomes overwhelming, consider seeking support from a mentor or

counselor.

Monitoring Scheme

1. Maintain a goal journal to record your goals, action plans, and

reflections.
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2. Set a schedule for reviewing your goals and action plans. This can

be weekly, bi-weekly, or monthly.

3. Track your progress toward each goal. Note any achievements,

setbacks, or adjustments you make along the way.

4. Seek feedback from mentors, coaches, or peers regarding your

goals and progress. Use this feedback to make necessary

adjustments.

5. Celebrate your achievements, no matter how small they may seem.

Recognizing your progress can boost motivation.

APPENDIX F
Pictures Taken During the Interview with Coaches
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APPENDIX F
Pictures Taken During the Interview with Student-Athletes
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CURRICULUM VITAE

PERSONAL DATA

Name : Glenn Arthur L. Gutierre

Address : 180 Orchids St., Malitam, Batangas City
Date of Birth : June 19, 1979
Place of Birth : Biga, Lobo, Batangas
Citizenship : Filipino
Mobile Number : 09994862851
E-mail Address : [email protected]

EDUCATIONAL BACKGROUND
Graduate Studies
Batangas State University
Master of Arts in Education
Major in Physical Education
2011 up to present

Tertiary
Lyceum of the Philippines University Batangas
Bachelor of Science in Secondary Education
Major in MAPEH
2007-2010

Lyceum International Maritime Academy

Bachelor of Science in Marine Transportation
1997-2001

Secondary
Batangas National High School
1994-1997

Elementary
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Biga Elementary School

1987-1993

ELIGIBILITY
Licensure Examination for Teachers
June 26, 2022
52 Aurora Boulevard, Quezon City

Work Experiences
M & G Foods Co. October 1999-October 2010
Goto King -Batangas
Supervisor

Lyceum of the Philippines University Batangas

PE Instructor October 2010-May 2016

Department of Education
Alangilan Senior High School June 2016 up to present
Teacher

Westmead International School

Part-Time Lecturer August 2022-June 2023

Membership and Professional Organizations

1. Member-Philippine Folk Dance Society
2012 up to present
2. Member-Samahan ng Tagapagtaguyod ng Katutubong Sayaw –
Batangas Chapter
2012 up to present
3. Member-Batangas Duckpin Bowling Association
2013 up to present
4. Member-Batangas City Athletics and Sports Association
2016 up to present