Rovel Research Prevailance of Stresss

Republic of the Philippines
Cagayan State University

COLLEGE OF HUMAN KINETICS
Carig Campus, Tuguegarao City
CAGAYAN STATE UNIVERSITY CARIG CAMPUS COLLEGE OF HUMAN KINETICS
PREVALENCE OF STRESS AMONG YOUNG ATHLETES
Rovel M. Irorita
Main Author
Zoidie C. Soriano
Co- Author
Angelica R. Erjas
Member
Shaida Elaine Holgado
Member
KRISTINNE JOY LARA PhD.

Adviser
ABSTRACT
The end of this study was to create an image of on where do athletes stress come from if it is in
external factor or internal factor particularly in Cagayan State University, Carig Campus athletes.
The participants were 30 from the 9 colleges of the University. This study has a casual-
cooperative design conducted using a convenient sample. Independent high variable in this study
is the pre race stress relieving technique used by Collegiate athletes. The main purpose of this
study is to explore the pressure of the athletes during the game and prevalence of stress. The
researchers utilized a casual-comparative research design and used perceived stress scale as
main tools in gathering the data.
Data gathered were tabulated, summarized, analyzed and interpreted in the form of
frequency and percentage and mean distribution to determine the perceived factors .
The respondents of the study came from the athletes of the CSU, Carig campus. A total
of 30 respondents were identified through total enumeration.
The result also found out that there is significant relationship between Perceived level of
stress and factors influencing stress. Furthermore results concluded that there is a significant
relationship between the perceived level of stress and factors influencing stress.
1
A Research Proposal
Presented to the Faculty
To the College of Human kinetics
Cagayan State University Carig Campus,
Carig, Tuguegarao City Cagayan
_____________
In Partial Fulfilment
Of the requirement for the degree
Bachelor of Physical Education
Major in School of Physical Education
______________
By:
Rovel M. Irorita
Zoidie C. Soriano
Angelica R. Erjas
December 9, 2019
2
APRROVAL SHEET
This thesis titled, ”PREVALENCE OF STRESS AMONG YOUNG ATHLETES” , prepared and
submitted by ROVEL M, IRORITA, ZOIDIE C. SORIANO, ANGELICA R. ERJAS,
SHAIDA ELAINNE HOLGADO, in partial fulfilment of the requirements for the degree
Bachelor of Physical Education, Major in School Physical Education, is hereby recommended
for oral examination.
____________________ KRISTINNE JOY LARA, Ph.D

Date Adviser
Approved by the Tribunal on Oral Examination with a grade of ________________.
IAN ROGER FRANCISCO, Ph.D

Chairman
MRS. MARITES FLORENTINO MRS. GRETCHEN GALINDON

Member Member
ADDUN, BEVERLY, Ph.D

Member
KRISTINNE JOY LARA, Ph.D

Reader/Critic
Accepted in partial fulfillment of the requirements for the degree Bachelor of Physical
Education, Major in School Physical Education.
_______________ CHITA C. RAMOS, Ph.D.

Date ( DEAN) College of human Kinetic
3
ACKNOWLEDGMENT
First and foremost, praises and thanks to the God, the Almighty, for His
showers of blessings throughout our research work to complete the research
successfully.
I would like to express our deep and sincere gratitude to our research
adviser, ma’am Kristine joy Lara, Ph.D and of course to Cagayan State
University Carig Campus College of Human Kinetics, for giving us the
opportunity to do research and providing invaluable guidance throughout this
research. Her dynamism, vision, sincerity and motivation have deeply inspired
us. She has taught us the methodology to carry out the research and to present
the research works as clearly as possible. It was a great privilege and honor to
work and study under her guidance. We are extremely grateful for what she has
offered us. We would also like to thank her for her friendship, empathy, and
great sense of humor. We are extending my heartfelt thanks to her husband,
family for their acceptance and patience during the discussion we had with her
on research work and thesis preparation.
We are extremely grateful to our parents for their love, prayers, caring
and sacrifices for educating and preparing us for our future. We are very much
thankful to our friends for their love, understanding, prayers and continuing
support to complete this research work. Also we express our thanks to our bored
mates for their support and valuable prayers. My Special thanks goes to our to
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our very own professor sir Bryan Nozaleda Ph.D for the patience and
understanding shown to complete this thesis successfully.
We would like to say thanks to my friends and research colleagues
Zoidie C. Soriano, Angelica R. Erjas. Shaida Elaine G. Holgado, for their
constant encouragement. We express our special thanks to Sir Ian Roger
Francisco, Ph. D for his genuine support throughout this research work.
We are extending our thanks to our panelist for their support during my
research work.
Finally, my thanks go to all the people who have supported me to
complete the research work directly or indirectly.
The researchers
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DEDICATION
We dedicate our research work to our family and many friends. A special feeling of gratitude to
our loving parents, to our friends whose words of encouragement and push for tenacity ring in
my ears. To the people who had never left our side and very special. We also dedicate this
research to our many friends and church family who have supported us throughout the process.
We will always appreciate all they have done, especially.
6
Rovel M. Irorita
Main Author
Zoidie C. Soriano
Co- Author
Angelica R. Erjas
Member
Member
KRISTINNE JOY LARA PhD.

Adviser
ABSTRACT
The end of this study was to create an image of on where do athletes stress come from if it is in
external factor or internal factor particularly in Cagayan State University, Carig Campus athletes.
The participants were 30 from the 9 colleges of the University. This study has a casual-
cooperative design conducted using a convenient sample. Independent high variable in this study
is the pre race stress relieving technique used by Collegiate athletes. The main purpose of this
study is to explore the pressure of the athletes during the game and prevalence of stress. The
researchers utilized a casual-comparative research design and used perceived stress scale as
main tools in gathering the data.
Data gathered were tabulated, summarized, analyzed and interpreted in the form of
frequency and percentage and mean distribution to determine the perceived factors .
7
The respondents of the study came from the athletes of the CSU, Carig campus. A total
of 30 respondents were identified through total enumeration.
The result also found out that there is significant relationship between Perceived level of
stress and factors influencing stress. Furthermore results concluded that there is a significant
relationship between the perceived level of stress and factors influencing stress.
Key words: stress, external factor, internal factor, stress relieving techniques, prevalence of
stress.
Table of Contents
APPROVAL SHEET ------------------------------------------------------------------- 2
ACKNOWLEDGEMENT ------------------------------------------------------------- 3
8
DEDICATION--------------------------------------------------------------------------- 5
CHAPTER 1 --------------------------------------------------------------------------- 10
BACKGROUND OF THE STUDY------------------------------------------------ 10
Introduction-------------------------------------------------------------------------- 10
Statement of the Problem----------------------------------------------------------- 12
Hypothesis --------------------------------------------------------------------------- 13
Significant of the Study-------------------------------------------------------------- 14
Scope and the limitations-------------------------------------------------------------- 14
Definition of Terms--------------------------------------------------------------------- 14
Theoretical Framework---------------------------------------------------------------- 15
CHAPTER 2--------------------------------------------------------------------------- 16
REVIEW RELATED LITERATURE------------------------------------------------ 16
CHAPTER 3----------------------------------------------------------------------------- 32
Methodology------------------------------------------------------------------------- 32
Research Design---------------------------------------------------------------------- 32
Locale of the Study------------------------------------------------------------------ 33
Respondent and sampling procedure-------------------------------------------- 33
Data Gathering--------------------------------------------------------------------- 33
Data Analysis ----------------------------------------------------------------------- 34
CHAPTER 4--------------------------------------------------------------------------------------- 35
DISCUSSION,INTERPRETATION AND ANALYSIS OF DATA---------------------- 35
RESULT AND DISCUSSION-------------------------------------------------------------------- 35

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Table 1: Profile of the respondents in terms of age ---------------------------------------- 35

Table 2: Profile of the respondents in terms of sex----------------------------------------- 36
Table 3: Profile of the respondents in terms of college ----------------------------------- 36
Table 4: Profile of the respondents in terms of sports------------------------------------- 37
Table 5: Profile of the respondents in terms of level of competition------------------- 37
Table 6: Presents the level stress of athletes------------------------------------------------ 38
Table 7: Presents the external factors perceived that affect the level of stress of athletes--- 39
Table 8: Presents the internal factors perceived that affect the level of stress of athletes----40
Table 9: Test of difference on the stress of the respondents when grouped
according to sex -----------------------------------------------------------------------------------41
Table 10: Test of correlations between the profile variables and stress level and factors
affecting stress------------------------------------------------------------------------------------------ 41
CHAPTER 5------------------------------------------------------------------------------------------ 42
SUMARRY, CONCLUSION AND RECOMMENDATION ------------------------------ 42
APPENDICES--------------------------------------------------------------------------------------- 45
APPENDIX 1---------------------------------------------------------------------------------------- 46
Research Questionnaire---------------------------------------------------------------------- 46
APPENDIX 2----------------------------------------------------------------------------------------- 49
Letter ------------------------------------------------------------------------------------------- 49
APPENDIX 3---------------------------------------------------------------------------------------- 50
Curriculum Vitae----------------------------------------------------------------------------- 50
REFERENCES----------------------------------------------------------------------------------- 54
CHAPTER I
BACKGROUND OF THE STUDY

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High-quality, systematic studies on the nature and impacts of physical injuries in athlete-most
notably, head injuries/conclusion and limb injuries-have led to advances
In how these injuries are optimally managed or, ideally, prevented. There is comparatively less
research on, but growing interest, in the mental health and psychological well being of elite-level
athletes. The prevalence of diagnose psychiatric disorders in this population remains a matter of
debate; however, notions that elite athletes are devoid of mental health problems have been
increasingly scrutinize by sports medicine practitioners. The intense mental and physical
demands placed on elites athletes are a unique aspect of a sporting career, and these may increase
their susceptibility to certain mental health problems and risk-taking behaviours. Furthermore,
the peak competitive years for elite athletes tend to overlap with the peak age of the risk of onset
of mental disorders. In addition to physical and competition stress, elite athletes face a unique
array of ‘workplace’ stress or, including the pressures of increased public scrutiny through
mainstream and social media, limited support networks due to relocation, group dynamics in
team sports and the potential for injuries to end careers prematurely. The ways by which athletes
appraise and cope with these stress can be a powerful determinant of the impact the stress have
on both their mental health and their sporting success. Athletes tend not to seek support for
mental health problems, for reasons such as stigma lack of understanding about mental health
and its potential influence on performance, and the perception of help seeking as a sign of
weakness. While there
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Have been efforts to disseminate sport-related mental health findings in order to advance the
prevention, identification and early treatment of psychopathology in elites athletes, there are
suggestions that some sporting governing bodies continue to minimize the significance of mental
ill-health in this population. This has sobering implications if elite athletes within such
organizations are not provided with access to timely or adequate mental health care, or do not
feel that the culture of the sporting organization is such that they can even raise their mental
health concerns. While it is well established that physical activity has a positive effect on mental
health, a review has found that intense physical activity performed at the elite athlete level might
instead compromise mental well being, increasing symptoms of anxiety and depressions through
over training, injury and burnout. Some, though not all, research suggest that this population has
an increased risk mental health problems, including eating. Given the early-stage state of sports
psychiatry and its research base, the current delivery of mental health problems, nor diagnostic or
treatment issues that may be unique to this population . Developing a comprehensive
understanding of the mental health and psychological well being specific to elite athletes has the
potential to advance models of care and management of this population, which may, in turn,
facilitate performance gains. Such an understanding required to provide guidance for sport
practitioners-including coaches, medical staff and sport psychologists-in developing the coping
abilities of elite athletes and, in turn, improving their emotional well being. In addition,
collegiate athletes may face risk factors that can exacerbate stress and emotional distress such as
the time dedicated to sport obligations, the emotional and physical toll of sports related medical
conditions and injuries, as well stereotypes and expectation related to their roles as students-
12
athletes. Given the potential for athletes to avoid seeking needed care, Particularly mental health
treatment (Watson-2005), health professional comprising sports
medicine teams remain in an optimal position to identify and address issues that may impact the
health of student-athletes.
Statement of the Problems
General objectives:
The general objectives of this study is to determine the performance of stress among
Young athletes of CSU - Carig campus.
Specific objectives:
Specifically, FGD is to satisfy the following objectives
1. Who are the respondents of the study?
Athlete’s profile
 Name
 Age
 Sex
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 Course
 Sports
 Level participation
2. What is the level of stress of athletes?
3. What are the factors perceived that affect the level of stress of athletes?
4. Is there a significant relationship between Profile of the respondents in terms of age and
Profile of the respondents in terms of sex?
5. Is there any significant relationship between Profile of the respondents in terms of age and
Profile of the respondents in terms of College?
6. Is there any significant relationship between Profile of the respondents in terms of sex and
Profile of the respondents in terms of College?
Hypothesis
Profile and Stress Level
Profile and Perceive Factors
Stress level and Perceive Factors
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Significance of the Study
There is no significant relationship between levels of stress
and perceived factors.
Scope and Delimitation
The focused of this study is to assess the prevalence of stress among young athletes in CSU –
Carig Campus. This research was deliminated only to the students of CSU -CARIG campus
Particularly in the athletes of CSU - CARIG campus.
Definition of Terms
Prevalence of stress – it is where stress of athletes came from.
Athletes – a person who is proficient in sports.
Stress – is a feeling of emotional or physical tension.
Perceived factors - personal characteristic that affects perception include a person’s attitude,
personality, motives, interest, past experiences, and expectation.
Level of sports participation – this is how far an athlete competed.
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Theoretical framework
Independent variable Dependent variable
Profile
Perceived factors Levels of stress
CHAPTER II
Review Related Literature

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Mental illness in athletes (e.g., depressive or anxiety disorders), while likely occurring at a
lower prevalence than the general population nevertheless has an important impact on athlete
well-being. The demands of athletic training and competition can result in a constellation of
problems such as reduced motivation, chronic fatigue, loss of confidence, reduced self-
esteem, depression, anxiety, disordered eating, all of which are consistent with both
overtraining and major depression. Physicians, trainers, and sports psychologists may confuse
depression with overtraining; the result can be inappropriate treatment recommendations.
Athletes may be reluctant to admit to mental health problems because of the stigma attached
to such admissions, which in turn may be further reinforced by treatment providers who
misdiagnose them. Previous research reports elevated incidences of depression, anxiety,
suicidal ideation, Post Traumatic Stress Disorder (PTSD), and eating and sleep disorders in
college students. Miller, et al., reported that 21 per cent of a sample of student athletes had a
history of heavy alcohol use; they further pointed to a relationship between depression and
alcohol use in athletes, with the alcohol serving a self-medicating function. Burton reports
anecdotal evidence of a greater prevalence of Attention Deficit Hyperactivity Disorder
(ADHD) among athletes. The author posited that students with ADHD may be drawn to
physical activity as a way of dealing with the disorder. Other researchers report a higher
incidence of depression among freshmen athletes, in particular females and those with self-
reported pain. The emergence of mental illnesses during the ages 18 - 24 has associated with
adolescent development, and there appears to be a higher incidence of mental illnesses during
this developmental period. In fact, prevalence of mental disorders during this period is higher
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than for any other age group. For the college student-athlete, this not only could have a
significant negative effect on performance, but as discussed, frequently results in the student
dropping out of college. Identifying these disorders in athletes, however, may be confounded
by the effects of over training. Unfortunately, the dichotomous thinking of so-called
psychological versus physical illnesses still may be having a deleterious effect on the
recognition of treatment of mental disorders in athletes. Further, researchers have pointed to
perceived stigmaas a barrier to self-identification of difficulties as well as help-seeking for the
student-athlete. Previous attempts to facilitate student transition into college have been
somewhat disappointing. Baker had attempted to use a group therapy approach with new
college students, conducting psychologist-led group sessions during the first few weeks of the
academic year. The author also found that among those students who volunteered for the
groups, there were some participants who had no need for the intervention, whereas the
numbers of students in need who did volunteer were quite small, given the student population
of the University. This, he concluded, pointed to a need to identify students needing
intervention. Conley, Travers, and Bryant found some success with psycho social intervention
groups. The authors reported that students in the psycho social intervention groups showed
improvement in psycho social adjustment over non-participant controls, and that attendance at
the group meetings predicted greater positive well-being, less negative distress, and better
stress management. Ruberman discusses the benefits of individual psychotherapy to facilitate
adjustment to college, particularly in light of the prevalence of mental disorders in this age
group. He doesn’t, however, address psychotherapy with student athletes and the particular
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stress they face in addition to the developmental issues associated with this age group. Others
have pointed to the need to educate student-athletes about mental illness, symptoms, treatment
and help-seeking as well as educating treatment providers in the unique stress facing student-
athletes. In the current pilot study, we sought to identify sources of distress among student-
athletes that may be exacerbated by the stresses of both being athletes and adjusting to
college. We wanted to know if student athletes experienced increased stress during their
competition season, with resulting depression and/or anxiety. Determining those points in the
student-athlete academic and competitive year could contribute to developing specific
interventions that could be more efficiently applied during the specific times of the year. To
avoid any possible confounding effects of prior or different experiences with college life or
collegiate athletics, we chose to use only first-year student athletes. We assessed them for not
only pre-existing mental illnesses, but also for current and pre-existing conflicts, stress,
difficult situations and then followed up at two points over the next four months—in
competition season and out of season—to measure their levels of perceived stress, anxiety,
and depression.
In competitive sports, the athlete’s mental ability is just as, if not more, important than their
physical ability. Research has shown that athletes who train their mind as well as their body have
a greater chance of achieving success as defined as showing vast improvement and rising above
their peers. Yet, stress is often a major deterrent in demonstrating positive mental abilities. Thus,
research has been conducted in order to find techniques that best help athletes overcome stress in
their minds. Techniques that have been found to be most effective include listening to music,
19
self-talk, and a pep-talk.In the sport of swimming, the mental strength of the athlete is vital for
the athlete is notonly competing against the other swimmers in the pool, but also themselves and
doing so on their own. By competing individually, the athlete relies entirely on their own
abilities and does not have a team to offer support, in the physical sense. Therefore, the swimmer
must be mentally tough to overcome the stress of competition. This study has been created in
order to find what stress management technique is most effective specifically for swimmers prior
to competition.
This literature review examines how stress can affect athletic performance and the
methods to help alleviate said stress. Section one observes why stress management is important
and the causes of the stress in the average collegiate student. Section two examines the causes of
stress in collegiate athletes. Finally, section three details different stress management techniques
that have seen success in helping athletes alleviate stress.
Stress in the Average Collegiate Student
The transition to college can be one of great stress. Often, students face the stressors of,
“academic content, finances, relocation,sex, and the day-to-day rigors of being in college”
(Dusselier, Dunn, Wang, Shelley, & Whalen, 2005, p. 15). If not properly managed, “Excessive
stress reduces work effectiveness, contributes to bad habits, and results in negative long-term
consequences, including addictions, crime, absenteeism, poor academic performance, school
dropout, professional burnout, and ultimately, career failure” (p. 16). In terms of academics, the
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higher demands college places on students compared to high school causes, “freshmen and
sophomores [to] report higher academic stress than upperclassmen” (Goldman & Wong, 1997, p.
621). Furthermore, Goldman and Wong state, “self esteem declined in the first year, then
recovered during the second year” (p. 605). Freshmen can be more prone to high levels of stress
because of the great transitions that are taking place in their lives.
For most freshmen students, this is their first experience of living on their own. “They must
adjust to being away from home for the first time, maintain a high level of academic
achievement, and adjust to a new social environment” (Ross, Neibling, & Heckert, 1999, p. 2
Part of the new social environment is living with a roommate. In most cases, freshmen year
4 marks the first time a student must share a room with not only another individual, but a
stranger. Naturally, roommate conflicts are common which create additional stress on the
students involved. Also, there are many personalities within the dorm setting causing
difficulties in studying for those who live in the dorms. Dusselier et al. (2005) found,
“Students who were unable to study in the residence halls experienced higher levels of stress,
probably because most students living in residence halls prefer to study in the residence halls
when they are engaged in study outside of class” (p. 22). When the students are unable to get
the proper study time in, their grades begin to suffer, which increases their stress levels.
As stress levels rise, sleep can also be affected. According to a study by Lund, Reider,
Whiting, & Prichard (2010), “when asked “If your sleep is at all compromised, to what one
factor do you most strongly attribute this?” in force-choice question, the majority of students
21
responded that academic (39%) or emotional (25%) stress most interfered with their sleep”
(p. 9). In addition, “poor-quality sleepers also reported higher levels of stress during the week
and weekends, compared to optimal-quality sleepers” (p. 7). Thus, sleep affects stress and
stress affects sleep. The living environment of the residence halls can also be a major aspect
that contributes to the lack of sleep (Dusselier et al., 2005, p. 22). Overall, college students
have a unique lifestyle. “While jobs outside the university setting involves their own sources
of stress, such as evaluation by superiors and striving for goals, the continuous evaluation
that college students are subject to, such as weekly tests and papers, is one which is not often
seen by non-students” (Ross et al., 1999, p. 2). Furthermore, there is a high demand to earn
top grades that will lead to a degree while juggling excessive homework, unclear
assignments, and (positive or negative) relations with professors. Students are under a
constant scrutiny and, thus, receiving a lower grade than expected has been 5 determined to
cause a great deal of stress on students. The lower grade could affect their, “perceptions of
scholastic competence [which] may affect the individuals self perceptions (Goldman &,
Wong, 2007, p. 606). The lower self-perception or self-esteem leads to high levels of stress.
Stress in Collegiate Athletes Collegiate athletes have additional stressors compared to the
typical student. In addition to classes, family, and peer stress, collegiate athletes have to
juggle “time demands, physical demands, and travel schedules” (Etzel, Watson, Visek, &
Maniar, 2006, p. 518). While inseason, collegiate athletes may be working up to 20 hours a
week solely dedicated to their sport.
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Time management becomes a major factor in their academic and athletic success. Many
psychological studies have been conducted over the past twenty years that have demonstrated
that collegiate athletes are at a higher risk of developing a psychological disorder compared
to their fellow students. This insinuates the need for athletic physicians to be more proactive
and receptive of the high potential of their patients developing a psychological disorder.
Furthermore, physicians need to be aware of the “effect of life stress and other psychological
variables on the incidence of athletic injury” (Mann, Grana, Indelicato, O’Neill, & George,
2007, p. 2145). Still, physicians are less likely to discuss non-physical related injury issues,
such as psychological problems that may steam from the physical injury. And the athletes
may find it inappropriate to ask non-injury related questions, making it difficult for the
physician to know exactly what the athlete is feeling. Nonetheless, it is important to
understand that “athletes demonstrate emotional and behavioural problems at rates similar to
or even higher than those of none athletes…These problems, when they occur, are often
reactions to stress associated with serious injuries” (p. 2140). Furthermore, the unique
demands collegiate student-athletes are 6 under from school, parents, peers and coaches
creates many areas for over-stress and anxiety to occur. With physical injury being linked to
the psychological well-being of the athlete, sports medicine staff and physicians must be on
the lookout for signs of psychological distress to ensure their physical health does not
deteriorate any further.
Over training is one way that psychological distress occurs. Many coaches today are leaning
towards the ‘more is better’ training thought process which means the athletes are spending
23
more time on rigorous activity causing recovery time to be decreased (Etzel et al., 2006). As
a result, the student athletes are getting burned-out and are at a higher risk for injury.
Both cause further stress to the athlete, making this situation to spiral out of control. As the
stress builds, the student athletes will look for ways to try to distress their minds and bodies.
Often times, this leads to alcohol and drug abuse. Depression and suicidal tendencies are also
likely to occur. Although the risk for a student athlete to develop depression is higher than
the average student, they are most likely to “under use mental health services” (p. 527). In
consequence, with the day to day stress of a typical student plus the added stress of being
involved with sports, athletes are at a higher chance of developing stress and anxiety related
issues both on and off ‘the field’. According to Gearity and Murray (2011), poor coaching
can also have psychological effects on the athletes. In their study, athletes were interviewed
about their experiences with poor coaches. Five themes were discovered upon analyzing the
interviews: “poor teaching by the coach, uncaring, unfair, inhibiting athlete’s mental skills,
and athlete coping” (p. 213). Inhibiting an athlete’s mental skills and coping directly
correlates with the psychological well being of the athlete. Through inhibiting the athlete’s
mental skills, the coach could be distracting, engendering self-doubt, demotivating, and
dividing the team. Athlete coping is how the athlete 7 relates to the poor coaching. This
could be ignoring it, rising above it, transferring teams, or leaving the sport all together. Both
scenarios found, “the coach to be a source of distress” (p.219). Moreover, the self-
determination theory suggests that the personality an athlete has, combined with their social-
environment, will determine how the athlete will react to different situations (Bartholomew,
24
Ntoumanis, Ryan, Bosch, & Thøgersen-Ntoumani, 2011). For example, one person may be
motivated when yelled at while another would find being yelled at debilitating. This is based
on each individual’s psychological need thwarting, or the feeling that a person’s needs are
not being met. In sports, this could lead to heightened exhaustion, depression, disordered
eating, or burnout.
Thus, when analyzing an athlete’s stress levels and the techniques for stress management,
evaluating the coach-athlete relationship may be a good starting point. At some points in the
season, the collegiate athlete may be spending upwards of 20 hours a week with the coach. If
the coach is being a poor influence on the athlete, the athlete will need to know how to
approach the coach or learn tricks in order to better handle the stress the coach puts on the
athlete. Finally, “psychological distress reliably predicts the occurrence of adverse health-
related outcomes” (Perna, Antoni, Baum, Gordon, & Schneiderman, 2003, p. 66). As the
athleteexperiences stress, their bodies are more likely to develop illness or injury due to the
“prolonged presence of post exercise metabolic hormones” (p. 66). In turn, as their bodies
weaken their stress levels continue to rise as they are forced to take time away from their
sport. The longer the time away from the sport, the more frustration and stress ensues, again
heightening the chances of further injury or illness. Perna, et al. (2003) do suggest a remedy
to the stress in athletes in order to lower their changes of injury or illness with the study of
Cognitive Behavioral Stress 8 Management (CBSM). This method will be further discussed
in Section Three of this literature review. Techniques for Managing Stress for the Athlete
Being able understand the unique situation a collegiate athlete is in compared to the average
25
student is but only half the battle. The next half is determining type of stress the athlete is
experiencing and what steps need to be taken in order to help the athlete find relief.
According to Cohen (2000), stress can be viewed in three ways, “from the perspective ofthe
stimulus, the response, or the interaction between the person and the environment” (p. 187).
First, from the perspective of the stimulus, the evaluator is looking at the event/s that causes
the stress and the person’s ability to adapt. In this scenario four stressors have been
identified: acute, sequence, chronic and intermittent, chronic. Acute is a time-limited stressor
like walking over a bridge when one is afraid of heights. Sequence is best described through
the example of the loss of a loved one. Chronic and intermittent are stressors that are constant
but have varying degree of intensity depending on timing. For example, a cancer patient
going through chemotherapy treatments. Finally, chronic stressors are a constant source of
stress like having a chronic debilitating illness. The response to stress is the way in which a
person experiencing stress reacts to its effects. Biologically, the reaction of stress is induced
in order to alert the body of a changing atmosphere and the need to adapt to the new setting.
If the person is unable to adapt, prolonging the stress, long term psychological effects may
take root. Finally, the interaction between the person and the environment will evaluate the
surroundings of the person and how that may affect their mental well-being. This view
emphasizes the importance of the individual’s capabilities to react. Each person is born and
develops different temperaments and different cognitive abilities to handle situations.
Depending on the individual, the reaction to stressors will 9 vary, causing the solution for
the relief from stress to vary person to person. Fortunately, psychologists’ have been
26
studying stress for many years and have developed multiple techniques for relieving stress.
As discussed through-out this literature review, “it is widely accepted within the
psychological community that our attitudes and emotions directly affect our bodies at a
physiological level” (Gee, 2010, p. 393). Precompetitive anxiety is experienced by every
athlete, but it is the degree of anxiety the athlete experiences which determines success or
failure in competition. Within this scope, two types of anxieties can occur: cognitive and/or
somatic. Under the cognitive anxiety, sports psychologists can perform rational emotive
therapy (RET). “The process of RET is intended to help the athlete appraise and interpret the
competitive situation from a more rational and grounded perspective” (p. 395). Although this
seems to be straightforward, “the process of restructuring human thought patterns is one that
is quite labor intensive and requires extensive professional training” (p. 395). Somatic
anxiety affects the physical aspects of their performance, i.e. butterflies in their stomachic.
Relaxation strategies such as meditation, centering, breathing, and imagery help to alleviate
their anxiety. Another tool for relieving stress is Cognitive Behavioral Stress Management
(CBSM) as studied by Perna et al. on collegiate rowers. CBSM involves “relaxation training,
imagery, and cognitive reconstruction”, and has been found to, “decrease competitive anxiety
and improve performance among athletes”, as well as reduce pain from surgery and quicken
recovery time (p67). Their study found that in comparison to the controlled group, the group
that CBSM was introduced to experienced significantly positive effects. The CBSM group
experienced fewer days out due to injury and/or illness and fewer doctor office visits.10
Peluso, Ross, Gfeller, and Lavoie (2005) agree that imagery along with self-talk will increase
27
positive athletic performance. To further understand the benefits of self-talk and imagery,
Peluso et al. studied what is the optimal time frame between self-talk and a golf-putting
activity in collegiate students. Golf is viewed to be a more mentally demanding sport, while,
for example, football is viewed as a more physically demanding sport. Thus, the mental
aspect of golf is tremendously important to the outcome of the athletic performance and, as
such, must be understood as much as the physical demands of the sport. On this scale,
swimming and track and field also tend to be viewed as a more mentally demanding sports
for the athletes are required to focus on technique rather than pure physical strength. In the
study conducted by Peluso et al. (2005), the students were divided into nine conditions
groups. While the researchers found self-talk and imagery significantly increased putting
ability, a difference was found in which technique was preferred based on the amount of
physical activity the student was adapted to. It was found that “participants who endorsed
limited athletic familiarity and activity (e.g., ten hours or less) preferred self-talk practice
whereas participants who endorsed higher ratings scores of athletic familiarity and activity
(e.g., ten hours or more) preferred imagery strategies” (p. 547). This discovery is imperative
in deciding which technique should be preferred when assisting varsity collegiate athletes
with mental strategies. Similar to Peluso et al. (2005), Robazza and Bortoli (1998) found
Olympic archers use imagery during competition. Their study also found the archers to use,
“autonomic control, imagery, task-focused concentration, and reaction to mistake” (p. 7).
Furthermore, the high achieving Archers tended to have higher self-confidence. Their high
self-confidence was found in more than just their sport, but also went into their everyday
28
lives. Concentration is another factor they found to be important. The archers were able to
narrow their concentration to focus 11 solely on their activity and block out all other activity
around them. This concentration includes being able to control their emotions to the point of
optimal performance. Each archer, and person, will have different levels in which they
perform at their optimal levels and it is each individual’s job to find that optimal level. The
athlete will need to play around with their emotional levels during practice to find what level
will work best for them. Concentration and imagery also needs to be practiced prior to
competition. Once the athlete masters their emotions, concentration, and imagery in practice,
their performance in competition should have positive outcomes. Test of Performance
Strategies (TOPS) is another strategy that can be used to evaluate and alleviate stress. Taylor,
Gould and Rolo (2008) studied the difference of mental strategies between medalist and non-
medalist in the 2000 Sydney Summer Olympics using TOPS. Overall, medalists were more
likely to use mental strategies both in practice and competition than nonmedalists. These
strategies include emotional control, self-talk, and imagery. It was found that “emotional
control made a significant contribution to the differences between medalists and
nonmedalists in both the competition and practice analyses” (p. 32). Furthermore, differences
were found between males and females, “goal setting, imagery, and activation for males; and
for self-talk, emotional control, goal setting, imagery, activation, negative thinking, and
relaxation for females” (p. 31). Taylor and colleagues further the suggestion that self-talk,
emotional control, and imagery are the best tools to use when working to better stress
management in colligate swimmers. Finally, music has been found to help athletes control
29
their anxiety and achieve their optimal arousal state. A study conducted by Sorenson, Czech,
Gonzalez, Klein, & Lachowetz (2008) at Georgia Southern University found, “those who
listen to motivational music perform 12 significantly better than those who did not listen to
music” (p.14). Music has been found to promote, “thoughts that encourage physical activity”
(p. 14). Thus, an athlete can use music to ‘pump themselves up’ for competition. Moreover,
the researchers found that when athletes who suffer from high anxiety listen to music they
find to be calming, the athlete is able to relax themselves to the optimal anxiety level. These
findings suggest that music gives the athlete a positive distraction from the pending
competition or activity. Furthermore, the study found that music helps to “block out
sensations of fatigue or other distractions because the music narrows the individual’s
attention” (p. 15). Overall, music has been found to be a major asset in the assistance to
athlete for controlling their emotions and stress levels. . Research in peak performance and
ideal sports performance is still in its relative infancy. However, there is sufficient evidence
from retrospective studies to suggest that a number of psychological skills may contribute to
peak performance. (Goulds,et.al. 1987, Mohaney et.al. 1987, Vealey, 1988). P Skills are
psychological lcharacteristics such as anxiety control and concentration that can be improved
throughpracticing. Consequently, psychological skills training (PST) programme have
flourished since 1980’s. Regards less of the age or skill level of the athletes, individuals who
have weak psychological skills will benefits from PSTs and inclusion of particular areas is
somewhat arbitrary depending on the experience of the individual (Seiler, 1992). Coaches
with information use self-confidence, mental imagery, performance analysis, goal setting,
30
and token reward for motivation in practice sessions. Goulds, 1990, offered a PST
programme to elite wrestlers which included relaxation, visualization / imagery, goal setting
and mental preparation techniques. They also noted that there was a agreement among sports
psychologists working with Olympics athletes who were asked to list those areas considered
important. I consequences obtains the areas as goal setting, relaxation training, arousal
regulation, imagery and self-talk skills. The researcher has made every effort to go through
the literature related to the problem in the game of Baseball and its psychological
implications wherever available. However, it was felt that a very few specific studies have
been done in this field. For the purpose of review work, libraries of IGIPESS, SAI, LNUPE,
IOA etc. were made use of. Whatever the studies, the investigator could lay his hand on are
given in this chapter. There are two types of studies in Review of Literature- Directly related
to the competitive sports and Peripheral studies. Mahoney (1987) assessed psychological
skills relevant to exceptional athletic performance; a 51-item questionnaire was administered
to a national sample of 713 55 Chapter 2: Review of Related Literature male and female
athletes from 23 sports. The athlete sample comprised 126 elite competitors, 141 pre elite
athletes, and 446 non elite collegiate athletes. Sixteen leading sport psychologists also
completed the questionnaire as they thought the ideal athlete might. Omnibus, individual
item, discriminant, regression, factor, and cluster analyses all revealed significant differences
among the athlete subsamples. The themes of concentration, anxiety management, self-
confidence, mental preparation, and motivation were seen to have potential importance in
skill-level differentiation, although age-difference confounds as well as gender and sport
31
differences may have been involved. The ideal profile constructed by the sport psychologists
generally paralleled the skill differences encountered, although the elite athletes did not
reportselected amplitudes in the profile. Compares the psychological skill profiles reported
by elite athletes with those predicted by sport psychologists in their depiction of the ideal
athlete, Male and female athletes (n=713) from 23 sports respond to a 51-item questionnaire
(the Psychological Skills Inventory for Sports) intended to assess five broad themes: anxiety
measurement, concentration, self-confidence, mental preparation, and team emphasis.
Sixteen leading sport psychologists also complete thequestionnaire as they think the ideal
athlete might complete it. Finds significant differences among elite, pre-elite, and non-elite
collegiate athletes. The ideal profile constructed by the psychologists generally parallels the
skill differences encountered, although the elite athletes did not report selected amplitudes in
the profile. Ptacek (1995) discusses the development of the Athletic Coping Skills Inventory-
28, by using confirmatory factor analysis (CFA). In Study 1, exploratory factor analysis of
the original ACSI (87-item) administered to 637 athletes led to a 42-item version based on 8-
factor structure. In Study 2, CFA of the 42-item ACSI was conducted using separate male
and female subsamples and a final 28-item version of ACSI was developed. The factorial
validity of this was established as 7 of its subscales conformed to the underlying factor
structure for both male and female athletes. Correlation of ACSI-28 with measures of coping
skills and self-efficacy further confirmed its convergent and discriminant validity. Research
studies relating ACSI-28 to performance measures indicate predictive accuracy of ACSI in
32
CHAPTER III
METHODOLOGY
We will recruit students –athletes volunteer participants from different athletes of CSU Carig
campus. To avoid appearance of coercion we will enrol those who volunteer. 30 students, 10
females and 20 males’ volunteer participants will meet individually with a member of the
research team. After signing the consent from and being fully inform as to the nature of the study
and the study procedure, they were administered the following natures a demography
questionnaires that asked age, raise ethnicity, sports, a clinical interview to screen for existing
major mental illness, the CSU carig campus, a 30 items questionnaire that score 32 profile scale
and is designed for use with college students the brief symptoms inventory (BSI) a 30 – item
questionnaire that asses individuals on several clinical scales, including the number and severity
of symptoms endorsed. Half of students/ athletes were evaluated during their competition season
(n=8) and half while off season (n=8) be predicted that stress level would be greater during
competition season resulting increased indices of the distress on the relevant sales.
RESEARCH DESIGN
This study has a casual- comparative design conducted using a convenient sample. The
independent- light variable in this study is the pre-race stress relieving technique used by
collegiate athletes .
33
Locale of the study
In CSU - CARIG there are 8 colleges, the following are the colleges of CSU - CARIG campus;
College of Human Kinetics
College of Public Administration
College of Veterinary Medicine
College of Arts and Sciences
College of Information and Computing Sciences
College of Engineering
College of Industrial Technology
College of Medicine
Respondent and Sampling Procedure
Random sampling of university athletes enrolled this year.
Data Gathering
 Letter to CEO for the conduct of the study.
 Letter to sports coordinator to get list of athletes.
 Conduct survey.
34
Data Analysis
 Descriptive statistics- frequency and percentage.
 Inferential statistics.
INSTRUMENT
 Validated questionnaire
 Interview guide for FGD
35
CHAPTER IV
DISCUSSION, INTERPRETATION AND ANALYSIS OF DATA
RESULT AND DISCUSSION
This chapter presents the data gathering from the students of Cagayan State University –
Carig Campus who are the member of athletes in the said university. It was analyzed and
interpreted based on the problems nature.
1. Who are the athletes?
Table 1 shows the frequency and percentage of the respondents according to their
prof ile. Majority of the athletes in the University aging 21 earned the highest percentage which
is 36.7 percent with the respondents of 11, followed by athletes aging 19 with the percentage of
16.7 percent and a total of 5 respondents and the age of athletes who is in the 3 rd highest
percentage is 18 and 20 with the percent of 13.3 with the respondents of 4. The last but not the
least are athletes aging 22 and 23 with the percentage of 10.0 percent with respondents of 3. And
so the totality of the profile of the respondents in terms of age is 100 percent and has respondents
of 30.
Table 1. Profile of the Respondents in terms of Age

Frequency Percent
18 4 13.3
19 5 16.7
20 4 13.3
21 11 36.7
22 3 10.0
23 3 10.0
Total 30 100.0
Mean = 20.53 ± 1.5
36
Table no. 2 presents the respondents in terms of sex we have the male and the female.
Male garnered the highest percentage wh ich is 66.7 percent with 20 respondents followed by the
female garnering the percentage of 33.3 percent with 10 respondents with the total of 100 percent
and 30 respondents.
Table 2. Profile of the Respondents in terms of Sex

Frequency Percent
Male 20 66.7
Female 10 33.3
Total 30 100.0
Table number 3 presents the respondents in terms of college. The highest percentage is
56.7 percent with 17 respondents is belongs to CICS. And the next colleges is CHK and CAS
with the percentage of 16.7 percent with 5 respondents. COE earned the lowest percentage with
10.0 percent with 3 respondents.
Table 3. Profile of the Respondents in terms of College

Frequency Percent
CICS 17 56.7
CAS 5 16.7
COE 3 10.0
CHK 5 16.7
Total 30 100.0
Table no. 4 presents the profile of the respondents in terms of sports. Volley ball earned
the highest percentage with 33.3 percent and 10 respondents, next is basketball with the
percentage of 26.7 percent and 8 respondents, followed by athletics with 13.3 percent and 4
37
respondents, 4th sports is baseball with the percentage of 6.7 percent and 2 respondents the last
sports are swimming, softball, dance sport, arnis, table tennis, and badminton with percentage of
3.3 percent and 1 respondent.
Table 4. Profile of the Respondents in terms of Sports

Frequency Percent
Volleyball 10 33.3
Basketball 8 26.7
Swimming 1 3.3
Athletics 4 13.3
Softball 1 3.3
Baseball 2 6.7
Dance sport 1 3.3
Arnis 1 3.3
Table Tennis 1 3.3
Badminton 1 3.3
Total 30 100.0
Table no. 5 presents the profile of the respondents in terms of level of competition.
University meet earned the highest percent with 83.3 percent and 25 respondents, followed by
regional with 13.3 percent and 4 respondents lastly national SCUAA with 3.3 percent and 1
respondent.
Table 5. Profile of the Respondents in terms of Level of Competition

Frequency Percent
University Meet 25 83.3

Regional 4 13.3
National 1 3.3
Total 30 100.0
38
2. What is the level of stress?
Table 6 presents the table of level of stress of athletes. The highest mean is 1.43 with the
statement of I found myself getting agitated. Followed by 1.20 I felt that I was using a lot of
nervous energy, and next is 1.13 on the statements I found it hard to wind down. I found it
difficult to relax 2nd to the last is 1.03 on the statements of I felt that I was rather touchy. I was
intolerant of anything that kept me from getting on with what I was doing.
Table 6 Presents the Level of Stress of Athletes

Mean Qualitative
Description
I found it hard to wind down. 1.13 Some Degree
I tended to over-react to situations. 0.93 Some Degree
I felt that I was using a lot of nervous energy. 1.20 Some Degree
I found myself getting agitated. 1.43 Some Degree
I found it difficult to relax. 1.13 Some Degree
I was intolerant of anything that kept me from getting on 1.03 Some Degree
with what I was doing.
I felt that I was rather touchy. 1.03 Some Degree
Overall Stress Level 1.13 Some Degree
3. What are the factors perceived that affect the level of stress of athletes?
Table 7 presents the external factors perceived that affect the level of stress of athletes. The
highest mean is 1.63 with the statement of I am annoyed while preparing for the competition.
Followed by mean 1.60 I did not do some exercises that acquire on my sports. I am annoyed by
my parent’s high expectation. I feel so tired from the training that I do not find the energy to do
other things. I am annoyed by my training load because it is too much for me. 4 th to the last
mean is 1.53 on the statement of I feel extremely tired from the sports participation.3 rd to the last
39
is 1.40 on the statement of I worry that my training is not beneficial in my performance.2 nd is
mean of 1.33 statement of I am annoyed by disappointing relationship with my coach. Lastly
mean of 1.30 of statement of I am annoyed by my coach bias against me
Table 7 Presents the External Factors perceived that affect the level of stress of athletes.
External factors Mea Qualitative
n Description
I did not do some exercises that acquire on my sports. 1.60 Not at all Affected
I am annoyed by my coach bias against me. 1.30 Not at all Affected
I am annoyed by my parent’s high expectation. 1.60 Not at all Affected
I feel extremely tired from the sports participation. 1.53 Not at all Affected
I feel so tired from the training that I do not find the 1.60 Not at all Affected
energy to do other things.
I am annoyed while preparing for the competition. 1.63 Not at all Affected
I worry that my training is not beneficial in my 1.40 Not at all Affected
performance
I am annoyed by my training load because it is too much 1.60 Not at all Affected
for me.
I am annoyed by disappointing relationship with my 1.33 Not at all Affected
coach.
I am annoyed by my coach preference for some team 1.40 Not at all Affected
mates.
External Factors 1.50 Not at all Affected
http://maic.qld.gov.au>DA.PDF
Table 8 presents the internal factors perceived that affect the level of stress of athletes.
The highest mean is 1.63 with the statement of I am not concerned about my sports
performance as I used to. Followed by mean 1.60 with the statement of I feel like I will not win
during the competition. Followed by mean 1.57 with the statement of I am not making my
personal interest to the sports. Followed by 1.53 with the statement I have negative feelings
towards the sports. Followed by 1.50 with the statement of I am emotionally stressed in the
sports. 3rd to the last mean by 1.40 I am exhausted by the physical and mental demands of the
40
sports. 2nd to the last mean is 1.37 statements are I feel that I did not give my best in the last
competition. I feel physically exhausted from the sports. Lastly mean of 1.27 statement of I am
mentally stressed in my sports. https://www.thecalculator.co.health
Table 8 Presents the Internal Factors perceived that affect the level of stress of athletes
Internal Factors Mean Qualitative Description
I feel that I did not give my best in the last competition. 1.37 Not at all Affected
I am not concerned about my sports performance as I 1.63 Not at all Affected
used to.
I feel destroyed by the sports. 1.30 Not at all Affected
I feel physically exhausted from the sports. 1.37 Not at all Affected
I am exhausted by the physical and mental demands of 1.40 Not at all Affected
the sports.
I feel like I will not win during the competition. 1.60 Not at all Affected
I have negative feelings towards the sports. 1.53 Not at all Affected
I am not making my personal interest to the sports. 1.57 Not at all Affected
I am mentally stressed in my sports. 1.27 Not at all Affected
I am emotionally stressed in the sports. 1.50 Not at all Affected
Internal Factors 1.45 Not at all Affected
Table 9 represents the difference on the stress level, External Factors and Internal Factors.
In factors affecting stress of the respondents when grouped according to sex in the stress level,
the highest is male mean of 1.16 and 20 respondent on Sig.Value 0.652 than the female earned
of 1.07 and 10 respondent. In the External factors the highest is male mean of 1.51 and 20
rrespondents on Sig.Value 0.909 than the female earned of 1.49 and 10 respondent. In the
Internal Factors the highest is male, mean of 1.43 and 20 respondents on Sig.Value 0.600 than
the female earned of 1.51 and 10 respondents. https://www.thecalculator.co.health
41
Table 9 Test of difference on the Stress level and Factors affecting stress of the
respondents when grouped according to Sex
Sex N Mean Sig.Value Decision

Male 20 1.16 0.652 Accept Ho
Stress Level
Female 10 1.07
External Factors
Female 10 1.49
Internal Factors
Female 10 1.51
Table 10 represents the correlations between the Profile Variables and Stress Level and Factors
affecting stress. https://www.thecalculator.co.health
Table 10. Test of Correlations Between the Profile Variables and Stress Level and Factors
affecting Stress
Ag Colleg Sports Level of Stress Externa Interna
e e Competitio Level l l
n Factors Factors
Stress Level Pearson .221 -.074 -.194 .395* 1 .577** .482**
Correlation
Sig. (2-tailed) .240 .698 .305 .031 .001 .007
External Pearson .069 -.312 -.207 .581** .577** 1 .648**
Factors Correlation
Sig. (2-tailed) .716 .093 .273 .001 .001 .000
Internal Pearson .085 .008 -.062 .589** .482** .648** 1
Factors Correlation
Sig. (2-tailed) .656 .966 .745 .001 .007 .000
*. Correlation is significant at the 0.05 level (2-tailed).
**. Correlation is significant at the 0.01 level (2-tailed).
CHAPTER V
42
SUMMARY, CONCLUSION AND RECOMMENDATIONS
This chapter presents the conclusion and recommendation which were being derived and
formulated after analyzing the select or the data that were presented in the previous chapter.
SUMMARY OF FINDING
The respondents are the athletes of Cagayan State University Carig, Campus from the different
departments who reach the level of competition from intramurals to national meet. Majority of
the level of stress of athletes came from the external factors. The factors perceived that affect the
level of stress of athletes are the internal factors and the external factors. The factors causing
stress of athletes is the statement of I found myself getting agitated. There is no significant
relationship between Profile of the respondents in terms of age and Profile of the respondents in
terms of sex. There is no significant relationship between Profile of the respondents in terms age
and Profile of the respondents in terms of College. There is no significant relationship between
Profile of the respondents in terms of sex and Profile of the respondents in terms of College.
CONCLUSION
Athletes suffer from stress based on findings, level of competition and external factors
may cause stress.
With cause on the findings of this study it is evaluated that most of the respondents are 21
years old.
In terms of sex male is more dominant than female respondents are there.
In terms of college CICS, gathered the highest number of respondents. Where 17 and the
lowest is 3 respondents only.
43
In terms of sports level all got the highest respondents which is 10 and the lowest swimming,
softball , dance sport , arnis, table tennis, and badminton .
In terms of level of competition University Meet has the highest which has 25
respondents and the lowest is national which is 1 respondents.
In terms of level of stress the mean that gathered the highest is 1.43 with qualitative with four
degree.
In terms of factors perceived that affect the level of stress of athletes, with the highest
mean is 1.63 with the statement of I am annoyed while preparing the competition and the lowest
is 1.30 on the statement of I am annoyed by my coach bias against me.
In terms of the internal factors perceived that affect the level of stress of athletes , the
highest mean is 1.63 with the statement of I am not concerned about my sports performance as I
use to, and the lowest mean is 1.27 on the statement of I am mentally stress in my sports.
In terms of test of difference, the stress level and factors affecting stress of the
respondents when according in sex factor. Difference on the stress level and factors affecting
stress of the respondents when grouped according to sex.
In factors affecting stress of the respondents when grouped according to sex in the stress
level, the highest is male mean 1.16 and 20 respondents on Sig.Value 0.652 than the female
earned of 1.07 and 10 respondents. In the External Factors the highest is male mean of 1.51 and
20 respondents on Sig. Value 0,909 than the female earned of 1.49 and 10 respondents. In the
44
Internal Factors the highest is male, mean of 1.43 and 20 respondents on Sig. Value 0.600 than
the female earned of 1.51 and 10 respondents.
RECOMMENDATION
It is recommended that the department, coaches/trainers emphasize on the dominantly
chosen to identified above in the study especially through the promotion concerns with sports.
1. There should be a schedule practice. They should provide any
different activity like recreational activities that can help the
athletes/ student to enhance and boost their abilities through
sports.
2. The athletes should be also aware on attitudes through performing
sports so that they can learn how to control and handle
themselves in this kind of situations.
3. The school department should also treats sports performance of
athletes as an issue of concern in discerning the causes of social
problems that affect the athletes and students for the betterment of
effectivity, productivity and harmony in the school/university.
45
APPENDICES
46
APPENDIX I
RESEARCH QUESTIONNAIRE
PREVALENCE OF STRESS AMONG YOUNG ATHLETE SS

NAME: ___________________________DATE:_________________________
AGE: _______ SEX: _______ DEPT. / COURSE _________________________
SPORTS: _________________LEV. OF COMPT. ________________________
Please read each statement and tick a number 0, 1, 2 or 3 which indicates how much
the statement applied to you over the past week.
The rating scale is as follows:
1- Applied not all to me.
2- Applied to me to some degree, or some of the time.
3- Applied to me to a considerable degree or a good part of time.
4- Applied to me very much all of the time.
5- Applied to me very much all of the time.
0 1 2 3
1. I found it hard to wind down.
2. I tended to over-react to situations.
3. I felt that I was using a lot of nervous energy.
4. I found myself getting agitated.
5. I found it difficult to relax.
6. I was intolerant of anything that kept me from

getting on with what I was doing.
7. I felt that I was rather touchy.
47
Factors influencing stress Please read each statement and tick a number 1, 2, 3
which indicates how much the statement applied to you over the past week.
The rating scale is as follows:
1. Not at all affected
EXTERNAL FACTORS 1 2 3 4
1. I did not do some exercises that acquire on my
sports.
2. I am annoyed by my coach bias against me.
3. I am annoyed by my parent’s high expectation.
4. I feel extremely tired from the sports

participation.
5. I feel so tired from the training that I do not find

the energy to do other things.
6. I am annoyed while preparing for the

competition.
7. I worry that my training is not beneficial in my

performance
8. I am annoyed by my training load because it is

to much for me.
9. I am annoyed by disappointing relationship with

my coach.
2. Affected
3. Slightly affected
4. Greatly affected
Internal factors 1 2 3 4
48
1. I feel that I did not give my best in the

last competition.
2. I am not concerned about my sports

performance as I used to.
3. I feel destroyed by the sports.
4. I feel physically exhausted from the

sports.
5. I am exhausted by the physical and

mental demands of the sports.
6. I feel like I will not win during the

competition.
7. I have negative feelings towards the

sports.
8. I am not making my personal interest to

the sports.
9. I am mentally stressed in my sports.
10. I am emotionally stressed in the sports.
APPENDIX II
LETTERS
49
October 29, 2019
CHITA C. RAMOS Ph. D
College DEAN
College of Human Kinetics
Madam,
Christian Greetings!
We are the 4rth year Bachelor of Physical Education under the program School of Physical Education students of
the College of Human Kinetics who are on the process of conducting a research study entitled: “Prevalence of Stress
Among Young Athletes”, as a partial fulfilment of the requirements for the Degree of Bachelor of Physical
Education.
In this connection, may we be allowed to float the questionnaires in this Campus.
We anticipate your consideration and approval.
Very respectfully yours,
ROVEL M. IRORITA
Main author
ZOIDIE C. SORIANO
Co – author
ANGELICA R. ERJAS
AUTHOR
SHAIDA ELAINE G. HOLGADO
Noted by:
KRISTINE A. LARA
Thesis Adviser
BRYAN NOZALEDA
Research Coordinator
APPENDIX III
CURRICULUM VITAE
50
Personal Data
Surname, first name: Soriano, Zoidie
Address: Tagga tug,city
Mobile:09355639606
Date of birth: 07/01/1998
Place of birth: Tagga, tuguegarao city
Martial status: single
Educational background:
Elementary level: Tagga-dadda Elementary School (2008-2009)
High school level: Gosi high school (2011-2012)
ALS (Alternative Learning System) (2014-2015)
PERSONAL DATA
NAME : Shaida Ellaine G, Holgado
51
ADDRESS : 7B Servando Liban St. Brgy.11 Balzain Tug.City

MOBILE: 09753092562
DATE OF BIRTH : August 25, 1998
PLACE OF BIRTH : Balzain Tug.City Cagayan
MARTIAL STATUS : Single
EDUCATIONAL BACKROUND
ELEMENTARY: Tuguegarao East Central School (2010-2011)
HIGH SCHOOL: Cagayan National Highschool (2014-2015)
TRAINING
Regional Contemporary training/seminar
SPECIAL SKILL
Dancing
CHARACTER REFERENCES
MR. JAY-R BAYANI
MRS. ROSE MART
PERSONAL DATA
NAME: IRORITA, ROVEL M.
52
ADDRESS: ANNAFATAN AMULUNG WEST, CAGAYAN

MOBILE: 09366109003
DATE OF BIRTH: JANUARY 23, 1994
PLACE OF BIRTH: ANNFATAN AMULUNG WEST CAGAYAN
MARTIAL STATUS: Single
ELEMENTARY: ANNAFATAN ELEMENTARY SCHOOL
HIGH SCHOOL: CORDOVA NATIONAL HIGH SCHOOL
TRAINING/ SEMINARS ATTENDED
SPECIAL SKILL
DANCING
INTERIOR DESIGNING
MR. JAY-R BAYANI
MR. ZOIDIE C. SORIANO
PERSONAL DATA
NAME: ERJAS, ANGELICA R.
53
ADDRESS: DALAOIG, ALCALA, CAGAYAN

MOBILE: 09955548781
DATE OF BIRTH: DECEMBER 31, 1994
PLACE OF BIRTH: DALAOIG, ALCALA, CAGAYAN
MARTIAL STATUS: Single
ELEMENTARY: DALAOIG ELEMENTARY SCHOOL
HIGH SCHOOL: SAINT PHILOMENE OF ALCALA
TRAINING/ SEMINARS ATTENDED
SPECIAL SKILL
SINGING
PLAYING GUITAR
MR. JAY R BAYANI
REFERENCES
Alsentali, A. M. & Anshel, M. H. (2015). Relationship between internal and external acute
54
stressors and coping style. Journal of Sport Behavior, 38(4), 357-375.
Anshel, M. H. & Kaissidis, A. N. (1997). Coping style and situational appraisals as predictors of
coping strategies following stressful events in sport as a function of gender and skill
level. British Journal of Psychology, 88, 263-276.
Anshel, M. H., Kang, M., & Miesner, M. (2010). The approach-avoidance framework for
identifying athletes’ coping style as a function of gender and race. Personality and
Social Sciences, 51, 341-349. doi: 10.11/j.1467-9450.2009.00796.x
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Republic of the Philippines

Cagayan State University

CAGAYAN STATE UNIVERSITY CARIG CAMPUS COLLEGE OF HUMAN KINETICS

PREVALENCE OF STRESS AMONG YOUNG ATHLETES

KRISTINNE JOY LARA PhD.

CAGAYAN STATE UNIVERSITY CARIG CAMPUS COLLEGE OF HUMAN KINETICS

PREVALENCE OF STRESS AMONG YOUNG ATHLETES

CAGAYAN STATE UNIVERSITY CARIG CAMPUS COLLEGE OF HUMAN KINETICS

submitted by ROVEL M, IRORITA, ZOIDIE C. SORIANO, ANGELICA R. ERJAS,

Bachelor of Physical Education, Major in School Physical Education, is hereby recommended

for oral examination.

____________________ KRISTINNE JOY LARA, Ph.D

Approved by the Tribunal on Oral Examination with a grade of ________________.

IAN ROGER FRANCISCO, Ph.D

MRS. MARITES FLORENTINO MRS. GRETCHEN GALINDON

ADDUN, BEVERLY, Ph.D

KRISTINNE JOY LARA, Ph.D

Education, Major in School Physical Education.

_______________ CHITA C. RAMOS, Ph.D.

CAGAYAN STATE UNIVERSITY CARIG CAMPUS COLLEGE OF HUMAN KINETICS

showers of blessings throughout our research work to complete the research

University Carig Campus College of Human Kinetics, for giving us the

opportunity to do research and providing invaluable guidance throughout this

great sense of humor. We are extending my heartfelt thanks to her husband,

on research work and thesis preparation.

CAGAYAN STATE UNIVERSITY CARIG CAMPUS COLLEGE OF HUMAN KINETICS

understanding shown to complete this thesis successfully.

We would like to say thanks to my friends and research colleagues

Zoidie C. Soriano, Angelica R. Erjas. Shaida Elaine G. Holgado, for their

constant encouragement. We express our special thanks to Sir Ian Roger

Finally, my thanks go to all the people who have supported me to

complete the research work directly or indirectly.

CAGAYAN STATE UNIVERSITY CARIG CAMPUS COLLEGE OF HUMAN KINETICS

We will always appreciate all they have done, especially.

PREVALENCE OF STRESS AMONG YOUNG ATHLETES

CAGAYAN STATE UNIVERSITY CARIG CAMPUS COLLEGE OF HUMAN KINETICS

KRISTINNE JOY LARA PhD.

main tools in gathering the data.

CAGAYAN STATE UNIVERSITY CARIG CAMPUS COLLEGE OF HUMAN KINETICS

of 30 respondents were identified through total enumeration.

APPROVAL SHEET ------------------------------------------------------------------- 2

CAGAYAN STATE UNIVERSITY CARIG CAMPUS COLLEGE OF HUMAN KINETICS

BACKGROUND OF THE STUDY------------------------------------------------ 10

Statement of the Problem----------------------------------------------------------- 12

Significant of the Study-------------------------------------------------------------- 14

Scope and the limitations-------------------------------------------------------------- 14

REVIEW RELATED LITERATURE------------------------------------------------ 16

Locale of the Study------------------------------------------------------------------ 33

Respondent and sampling procedure-------------------------------------------- 33

Data Analysis ----------------------------------------------------------------------- 34

DISCUSSION,INTERPRETATION AND ANALYSIS OF DATA---------------------- 35

RESULT AND DISCUSSION-------------------------------------------------------------------- 35

CAGAYAN STATE UNIVERSITY CARIG CAMPUS COLLEGE OF HUMAN KINETICS

Table 1: Profile of the respondents in terms of age ---------------------------------------- 35

BACKGROUND OF THE STUDY

CAGAYAN STATE UNIVERSITY CARIG CAMPUS COLLEGE OF HUMAN KINETICS

notably, head injuries/conclusion and limb injuries-have led to advances

weakness. While there

CAGAYAN STATE UNIVERSITY CARIG CAMPUS COLLEGE OF HUMAN KINETICS

treatment issues that may be unique to this population . Developing a comprehensive

CAGAYAN STATE UNIVERSITY CARIG CAMPUS COLLEGE OF HUMAN KINETICS

treatment (Watson-2005), health professional comprising sports

Statement of the Problems