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Redefining Scholar- Athletes’ Sport and Academic Performance.

In Partial Fulfillment of the Requirements for the Subject of

Research in Hospitality

by

Andy A. Garcia Jr.

Daniel G. Vistar
Paul Cristian A. Hecita
Ivy Grace Panaguiton Josaphat
Peter Emmanuel Jarder

2021
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TABLE OF CONTENTS
PAGE
COVER PAGE
TABLE OF CONTENTS

Cover page 1-2

CHAPTER I. INTRODUCTION
Introduction 3-4

Statement of the Problem 5

Scope and Limitation of the study 6

Significance of the study 6-7

Definition of Terms 8-9

Conceptual Framework 9-10

Survey Questionnaire 11-14

Related Review Literature 15-24

CHAPTER II. RESEARCH METHODLOGY

Research Design 25

Participants of the Study 25

Instrumentation 26

Data Gathering Procedure 26

Data Analysis 27

Statistical Treatment 28

Ethical Consideration 28

Bibliography 29-33

Curriculum Vitae 34-38

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Chapter I

INTRODUCTION

According to the National Center for Education and Statistics, 20.5 million students are
projected to enroll in United States (U.S.) high schools in Fall 2017. Nearly eight million of
these young people are formally involved in team sports (National Collegiate Athletic
Association, 2018). These College students will herein be referred to as Scholar-Athletes. In this
context, the word “Scholar” refers to a student who develops a broad holistic approach to
education that includes learning about everything from science and math to art, language and
major subjects. “Athlete” refers to students committed to achieving high performance and
success in a wide variety of sports from basketball and volleyball to fencing and archery.
According to the document “NCAA Recruiting Facts,” 5–6 percent of the Scholar-Athletes who
graduated from high school in 2017 will play NCAA collegiate sports (National Collegiate
Athletic Association, 2018).

The purpose of this study is to recognize and awaken academic potential, as well as
physical and intellectual perseverance, in today's Scholar-Athletes who seek to achieve
successful careers outside of sport and thus make lifelong contributions to society. This review
recognizes the need for Scholar-Athletes to tap into skill-sets they already possess, but need to
develop, in order to successfully complete their education and attain meaningful and fulfilling
careers. It starts with all the athletes getting ready a month before entering the class, but before
they can play they are given the conditions to stay to be given free education they are given a
few months to be ready for their respective games but it is necessary to still have a high grade
due to the conditions given, but this is the reason why it is difficult for them to synchronize it
because of tasks and responsibilities.

The scholar -athlete starts on the days when relatively little work is done, if September
begins exam day is approaching for the first semester, it is also the preparation for the provincial
game which includes the participation of the university, it also brings in the problems of how to
balance studies and game, There are times when it takes someone to be a priority to win the
game and pass the class.

Throughout the year there are games being prepared and there are quizzes that are
expected to be able to study in order to pass the class, at the beginning of the month of January
all the players are preparing for the bigger competition of the regional meet, it is necessary to
pay more attention because of the good participants and as a result the athletes have less time to
study and because of fatigue they are not able to do the assigned tasks.

According to Meredith Kalinowski Science, Technology, and SocietyClass of 2015

I struggled through the beginning of my first year both academically and athletically. I was no
longer the best player on my team and realized I still had a lot to learn, which admittedly shook
my confidence, especially because I also doubted myself in the classroom. The subjects I aced in
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high school no longer came naturally to me. I can still remember sweat dripping down my back
as my clammy palms flipped through the pages of my first exam, checking the coversheet to
make sure it was actually my chemistry exam and not some foreign language. I soon realized
that I was signing up for classes that I thought I should take rather than classes that sparked my
intellectual curiosity and interest. Once I changed my mindset, I found that I genuinely enjoyed
going to class, and this was reflected in my grades.

All scholar-athletes are rested after a series of competitions to focus on activities and
projects for those who pass and maintain sufficient grades to remain in their respective
scholarship privileges and at the end of their year as students they are prepared again for the
most important competition of student athletes this is the national competition which consists of
various schools throughout the Philippines and the participants here are only the strongest and at
the same time this is the last exam and they need to be prepared to pass it and be able to
continue their studies next year.

According to Antonio Ferrer 15 Apr 2018 Student-athletes are usually asked, How do

you balance your time being a student-athlete? or How do you find time to study? The answers
boil down to two things: time management and priorities. A normal day for a student-athlete
involves classes and training. Factor in sleeping and eating, that should not take up 24 hours of
your day. A student-athlete must also set his/her priorities straight. So after spending time in the
classroom and in a gym, would you choose to do unproductive things and suffer the
consequences instead?

Statement of the problem

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The basis of this study is to determine, the academic performance of Scholar- Athletes, of
the University of St. La Salle, Bacolod City, Negros Occidental. And to develop an integrated
skill-set that includes teamwork, a strong work ethic, commitment, leadership, time
management, and physical and emotional health.

1. What is the profile of the research participants in terms of?

a. Age
b. Sex
c. Year Level
d. Course
e. Scholar Percentage
f. Sport event

2. What is the scholar – athlete set skills in terms of?

a. Leadership
b. Teamwork
c. Time Management
d. Physical Health
e. Commitment
f. Work ethic
g. Psychological Health

3. The choice of interest in both sport event’s and academics.

Scope and Limitation of the study

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This study is for university athlete students whose study status is second year college and
third year college who have the capacity to respond and attend the requirements of this study.
The purpose of this is to develop a conceptual model to understand and explain the cumulative
processes and characteristics as a whole and in stage that influence academic success for student
-athletes. This study primarily focused on the academic performance of student athletes in
University of St. La Salle. It aims to provide and know the academic status of student athletes.
This study will only focus on the student athletes in University of St. La Salle. To know their
status about their academic performance of scholar athletes. In the year 2021 this study will be
active until the study is answered and resolved by asking questions to the participants in this
study. This study will be conducted only at the university of Saint La Salle campus and the
participants are all university students only and this study did not include other universities.

Significant of the study

The following may benefit from this study:

Student athlete

This study will benefit them by getting ideas and creating innovations that will help them
in their academic performance. This study will serve as a guide in their academic performance.

Parents

This study will provide useful information on how they will support their child as a
student athlete. This will give them idea about the factors that affect the academics of their child
as a student athlete. This study would serve as their guide to help their child with their
academics.

Coach

This will be beneficial to them in a way that this will serve as a tool in making their
plans and strategies on making the scholar athlete to focus with their academic performance not
only with their sports.

Readers

This study will benefit the readers by giving them an idea about the academic
performance of student athletes. This will give them an insight of being a student athlete.
Future Athlete. This study can benefit them by getting ideas and create innovations that may
help their academic career and sports career. In line with this, this will serve them as a guide in
the process of being a student athlete. Finally, this may give them information as to whether they
should be a student athlete or not.
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Future Athlete

This study can benefit them by getting ideas and create innovations that may help their
academic career and sports career. In line with this, this will serve them as a guide in the process
of being a student athlete. Finally, this may give them information as to whether they should be
a student athlete or not.

Future Researcher

This study would serve as a guide to conduct a similar study. The ideas and results
presented may be used as a reference data in conducting new research. This will also serve as a
cross-reference that will give them additional information or background when they do their
research about this topic.

Faculty

This study will benefit the faculty by guiding them on how to handle student athletes in
their academic performance and giving the idea on what kind of consideration they should give
to them. Through this study, the faculty can discovery new way of teaching and handling
student athlete. Findings of the study may give information to school faculty for innovations of
the plans and programs of the school with regards to the academic performance of scholar
athlete’s.

Teacher

With the results and findings of the study, it can help them identify their role and assess
the learning objective towards the activities that they will teach. The study will help them figure
out the things that needs to improve for an effective way of teaching.

Academic Institution

This study can benefit them by getting ideas on what kind of curriculum they should
offer to student athlete. This study would serve as a guide to create a curriculum that best fit for
student athlete. It will also help them create new learning objectives and ideas on what they
should to teach to student athletes.

University of St. La Salle

The study would give an insight to the university about the struggles that the student
athletes as experiencing with their academic performance. This study will help them in creating
there plans and designs of their programs to the curriculum of student athlete. It would also help
them develop their curriculum for the student athlete.
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Definition of Terms

Academic Performance
Being a student athlete is a lot of responsibilities such working and studying, the duties
involve much more than a few hours of practice, game time and to study, Student-athletes are
expected to get involved in game in compliance meetings, additional team workouts, showing
up for publicity and media events, dedicating a certain number of hours to local community
service and possibly even recruiting weekends.

Challenges
Student athlete also has a challenge to not just in their sports but also in their academics,
studying, practicing and having a social life. Nevertheless, it’s easy for student-athletes to fall
into emotional instability due to stress coming from multiple directions which is what we want
to prevent, as it might lead to a spiral of negative effects. The key to achieving stability is
establishing a mentality towards pressure which enables you to use pressure constructively. 

Commitment
Quality of being dedicated to a cause, it’s a self-decision to stick to your goals to
improve the future and a promise that turn into reality as to do the agreement of the obligation.

Hindrance
Student athletes generally face challenges, like balancing their athletic and academic
responsibilities, balancing social activities with athletic responsibilities,
balancing athletic success and or failures with emotional stability, balancing physical health, this
are the obstacles of being a student athlete.

Leadership
The art of motivating a group of people to act toward achieving a common goal. In a
business setting, this can mean directing workers and colleagues with a strategy to meet the
company's needs.

Physical and Emotional Health

To be more healthy physically by balancing diet, proper sleep and cutting unhealthy
habits and some way to promote mental health wellbeing to avoid stress, anxiety and inactive.

Scholarship
Scholarship is distributed for students with different abilities in their field, there are
different privileges that the school gives, for example the full scholarship, 100%, 75%, 50% and
25% it depends on the state and their ability.
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Team Work
Generally understood as the willingness of a group of people to work together to achieve
a common aim. For example, we often use the phrase “he or she is a good team player”. This
means someone has the interests of the team at heart, working for the good of the team.

Time Management
Studying and working as a college athlete is not for the faint of heart, but also. There is
an immense amount of responsibility that college athletes have to manage physically and
mentally. Time management matter for student-athletes in the academic sense, but also in the
social and mental aspect, one reason is to avoid depression and stress. Having a social life
creates an outlet and an opportunity for students to do what interests them and relieves stress.

Work Ethics
Set of values based on the ideals of discipline and hard work. Forming good habits such
as focusing, staying motivated, finishing tasks immediately, and more helps to create a good

Conceptual Framework

In our Conceptual Framework we want to get their information as introduction second

their characteristics to know what they do and their equality of reasons to get it right and
effective and we used descriptive in their identification to let readers know their answers,
we use qualitative research to properly meet the requirements one of which we used is the Likert
survey method to find out their respective opinions and grievances, because we want to get
answers that conform to our preferences and be validated by the answers of the participants in
this research find out their final status academically and in their sports and to measure their
behaviour as student -athletes by how well they overcome it.

The students athletes in the university of St. La Salle have battled over the academic
requirements necessary to receive athletes scholarships, eligibility requirements and even the
advising of student athlete, being a student athletes provides discipline that will balance their act
and managing a work out and practice schedule to fit in necessary class, tutoring and any other
social aspects of their life, learning discipline will prepares the Athletes for the future of a career
and family life especially when it comes to time managements. Athletes will also have a great
opportunity to pay for a good part of their college through scholarship. That not everyone gets to
experience, being a college athlete is much more rigorous when it comes to maintain education,
it is requires much more focus that goes beyond the classroom and beyond a college campus.
Having an opportunity as a student athlete allows one to work, with an elite group of people
many other students do not have any chance of knowing. Beyond the court or field after college,
being an athlete requires a lot of socialization, communication skills, and team building.

A. DEMOGRAPHIC Scholar-Athletes
PROFILE
integrated skills – ACADEMIC
set PERFORMANCE OF
THE SCHOLAR
ATHLETES
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University of St. La Salle

Redefining Scholar – Athletes’ Academic Performance of University of St. La Salle
Dear Research Participants,
Greeting, we are currently working on a research paper as one of our requirements as a
student of University of Saint La Salle. We request you to fill out the necessary information in
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this questionnaire. Your honest response will be a great help in assessing the academic
performance of student athletes of University of St. La Salle. Thank you for participating in this
activity, be rest assured that all your responses will be treated without must confidentiality.

Part I. Participants’ Profile

A. Please check the category that applies to you.

Name
(optional):
Age: _____

Sex
Male:
________
Female:
_______

Year Level
___1st Year ___3rd Year ___5th Year
___2nd Year ___4th Year

Course: _______________________

Scholarship Percentage
100% 75% ___Others, please Specify_________
50% 25%

Sports
___Basketball ___Volleyball ___Others, please
specify_______________
___Football ___Track & Field

Part II
C. Please indicate the extent to which of the following statement describe what your answer
in the survey. Check () the column that best represent your prefer answer.
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1 . (74-below) Almost never 3. (81-85) Neutral 5. (95-above) Almost Always

2 . (75-80) Never 4. (86-94) Always

Questions 1 2 3 4 5

A. Leadership
How active you are in your studies?
How active you are in your training at your sport event?

B. Teamwork 1 2 3 4 5
Do you participate in your academic activity?
Are you doing well with your team?
Do you share an idea with your group?

C. Time Management 1 2 3 4 5

Do you balance studying and playing?

Do you follow the time so that you can shuffle it properly?
Is free time being used correctly?

D. Physical health 1 2 3 4 5

Do you take good care of your body?

Is your body in good condition for study and training?
Does studies stop you from being physically healthy?

E. Psychological health 1 2 3 4 5
Overall feelings affect your decision?
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Does your psychological health limit you in doing daily activities?

Can you control properly your mental emotions?

F. Commitment 1 2 3 4 5

Are you strongly committed to your team?

Are strongly committed to your academics?
Are you strongly committed to the rules and regulations?

G. Work ethic 1 2 3 4 5

Do you give your best in sport?

Do you give your best in studies?
Do you respect your fellow student and team mates?

D. What are the interest of student athletes in both sports events and academics?
Take a few minutes to answer the following questions. Start by reading the statements and
answer by checking () if the answer is “Yes or No”.
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A. Interest related to Sports events YES NO

1. Attending related sports events trainings. () ()

2. Allowed me to explore other sports events. () ()

3. Inspired by the success stories of other athletes. () ()

4. Are you diligent in training every day? () ()

5. Are you open to new things to learn () ()

When it comes to the game

B. Interest related to academics YES NO

1. Commit to timely submission of requirements () ()

2. Explore ways and techniques to submit () ()

Quality outputs

3. Commit to uphold the academic () ()

Responsibilities of student athletes

4. Take leadership roles in the different () ()

Courses and subjects I take

5. Are you diligent in going to school every day? () ()

Review of Related Literature

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Leadership

As stated by Navarro, Kristina And Malvaso, Stephen (2015) The study is about
leadership of an athlete, often know how to recognize leadership but struggle to master
techniques to exemplify leadership characteristics during their college experience, student-
athletes has drastically increased. With this visibility comes enhanced responsibility to represent
oneself, one's team, and one's university. In turn, it is of heightened interest for higher education
and intercollegiate athletics practitioners to understand how to best foster leadership skills for
this unique population that garners enhanced media attention. A survey was employed to
analyze the relationship between gender and student-athletes' perceived effectiveness of the
program's curricular components. Findings displayed no widespread significant impact of
gender on perceived effectiveness. To improve student-athlete leadership development
programs considering gender differences and the student-athlete voice.

As stated by Porath, C. L., Gerbasi, A., & Schorch, S. L. (2015). Workplace incivility is
rampant and, on the rise, —with costs to individuals and organizations. Despite the increased
need for civility, little is known about potential individual benefits of civility, defined as
behavior involving politeness and regard for others in the workplace, within workplace norms
for respect (Andersson & Pearson, 1999). Recent research has suggested that being civil may be
hazardous to influence, power, and income (see Forni, 2002; Judge et al., 2012). Yet, throughout
history, civil behavior has been extolled because it paid dividends to the person who behaved
well. The focus of this research is whether that holds true in organizations. Using social
exchange theory, we developed hypotheses about how civility benefits people, and investigated
this in 2 studies. First, in a 2-wave social network study of a research and development
department (n = 31) of a biotechnology firm, we found that people who perceived a colleague as
civil would be more likely to seek that person out for work advice and to see that person as a
leader. The more the individual was perceived as civil by others in his or her network, the better
his or her performance. Being sought out for work advice and being viewed as a leader mediated
this effect. In the second experiment (n = 162), we extended our understanding of what drove
these benefits. We found that people who are civil were perceived as warm and competent, and
these positive perceptions, in turn, helped to explain the benefits garnered. We discuss
theoretical and practical implications. (APA PsycInfo Database Record (c) 2016 APA, all rights
reserved)

Teamwork

As stated by Paige Maslen (2015), Team sports are about so much more than their
physical benefits. This is especially so when group sports activities are incorporated
into a young person’s life, Team athletes are constantly working with a slate of other
people, many of whom can become positive role models along the way. Team sports
foster mentorship between older players and younger players, coaches and athletes,
and more. Coaches in particular can play an important role in a young athlete’s life.
Players who have positive sports mentors when they’re young are also more likely to
seek effective role models throughout their life. Soft skills are personal attributes that
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allow people to build positive social relationships. Team sports are an excellent
source of soft skills development, as they allow athletes to grow within a supportive
environment. Teamwork is all about collaborating with others to reach a common
goal. The diverse pairing of personalities and scenarios will help your athlete become
adaptable, persistent, and patient. Team sports also teach a sense of group and
individual responsibility.

As stated by Samatha Rosario (2015). A sports team cannot be successful without a joint
effort to achieve a positive result. Good teamwork requires cooperation, coordination, and
accountability of everyone on the team. The implementation of strategies and goals implies
active participation of all team members to continuously work on improving team performance
through organization and planning. Every sports team has a leader, sometimes it is a coach,
other times it is a veteran player. Either way, they are powerful guides able to motivate a group
of people to perform beyond their current capabilities. This happens in individual sports as well,
often leaning on a coach or trainer to help guide and motivate towards success. Even if you
aren’t the current leader, being surrounded by these strong personalities able to change the
feeling in a room has a positive effect on everyone, and can teach through action.

As stated by will hinch Central to a successful operation where everyone works as a

team is cooperation. Without it, a team would merely be unable to function as efficiently as it
otherwise could. Team sports are inherently cooperative, and runs parallel with teamwork as a
vital to tool to bringing success to that group of players, as a coach, you can plant a few ideas
into the minds of your players, striking a chord with them and building association with the
importance of cooperation on the field. It’s often said that teamwork is “1+1=3”, as the positive
input of each individual instinctively breeds success as a team. A similar expression commonly
used says that “the name on the front of the shirt is more important than the name on the back”.
Whatever memorable motto you choose to convey the importance to teamwork, ultimately, it's
about understanding that more can be achieved as a team than as a group of individuals.
Occasionally, and particularly when players reach adulthood, there can be scenarios where
teammates don't necessarily see eye-to-eye. However, that doesn't have to translate to a
dysfunctional team on the field. A group that believes in teamwork and success and failure as a
unit will be able to recognize their shared objectives as a team, and put any animosity aside
when they take to the field, Plus, that strength and bond only gets stronger as they play with this
attitude more. A group that has slugged it out all season for one another will feel a much
stronger connection as they head into a play-off or cup final – bringing added motivational
benefits. Another factor that's particularly important for youth teams (but still applies to
everyone) is simply enjoyment. A positive and enjoyable atmosphere is better for everyone, and
often teamwork and fun can come hand in hand. Teams that use cooperation can accomplish
great things. And team success itself is more satisfying than individual success.

As stated by stewart T. coterrill and katrien fransen (2016) Leadership is a fundamental

aspect of sports performance, particularly within team sport environments. Over the past 25
years there has been significant research exploring the role of the coach/manager in this regard.
However, this only represents one aspect of leadership within the sporting domain. Equally
important, although far less examined, is the concept of athlete leadership. The role of athlete
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leaders, both formal (e.g., the captain) and informal (such as motivators and cultural architects)
can have a significant impact upon a range of team-related factors including satisfaction,
cohesion, and team dynamics. However, the mechanisms through which this impact occurs are
less well understood. Also, while the development of leadership skills has been proposed as an
important aspect of coach development programmes there is very little consensus regarding the
approaches that should be adopted in developing athlete leaders and their associated leadership
skills. This paper reviews the existing literature relating to athlete leadership seeking to provide
clarity regarding current understanding. Building upon this base the paper then highlights future
areas for research and theoretical development

As stated by Jingyi Shannon Chia,Do Young Pyun &Hyungil Harry Kwon (2015)

Chelladurai developed the Multidimensional Model of Leadership, which was designed to be
situation-specific to examine leadership behaviour and effectiveness in sporting contexts.
Applying Chelladurai's concept to the Singapore sporting context, this study aimed to assess the
impact of congruence between perceived and preferred leadership behaviours on satisfaction
with leadership among college student-athletes in Singapore. Data were collected from 185
college student-athletes enrolled in the five local tertiary institutes. The questionnaire utilized in
this study consisted of the perception and preference versions of the Revised Leadership Scale
for Sports and seven items measuring satisfaction with coaching leadership. Confirmatory factor
analysis and a series of hierarchical multiple regression procedures were carried out to test the
psychometric properties of the leadership scale and the hypothesized relationship between
congruence levels and satisfaction. Results revealed congruence of perceived and preferred
behaviour in social support was a significant indicator of athletes' satisfaction. Possible
implications from the findings were discussed in an effort to better understand coaching
effectiveness in Sing

Time Management

As stated by jake new (2015). Most college athletes say they spend as much or more time
on sports during the off-season as they do during the season, leaving them little time for common
college student activities like studying, internships and part-time jobs. At a recent panel
discussion organized by the Big 12 Conference, a moderator asked four college athletes what
they thought of a number of proposals to reform college athletics.
Getting rid of late evening games? The athletes said they like playing during prime time.
Realigning the conferences so that athletes don’t have to travel so far? The athletes said they
enjoy traveling across the country. Requiring athletes to sit out their freshman year? It’s unfair
to those freshman players who don’t need remediation.
There was one issue that all four athletes agreed needed addressing, however: the amount of
time they spend on sports during the off-season. “I don’t need to be in the gym six days a week
in June to stay in shape,” Sune Agbuke, a women’s basketball player at Baylor University, said.
It’s not a new complaint, but it’s one the athletes said continues to be largely overlooked by
those hoping to reform college sports. Juggling athletics and course work during the season is
expectedly difficult, they said, but athletes often feel just as overworked in the off-season.
And for some college athletes, the off-season can be even more draining.
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“In-season, it’s understood that we don’t perform well [during games] when we’re dead tired,”
Agbuke said, meaning coaches know not to push athletes too hard during workouts and practice,
a concern that isn’t as pressing during the off-season. “Commitments out of season could use
some work.” According to the National Collegiate Athletic Association, the majority of college
athletes say there's little difference between off- and playing seasons.

As stated by loisir et societe Participation in a varsity athletic program requires a great

amount of time and effort to meet the demands of practices, meetings, training, film sessions
and games, thus adding extra stressors to first-year students trying to integrate into university
life in general. These time commitments may reduce a student athlete’s academic engagement
and, therefore, negatively affect one’s academic success. The purpose of this study is to identify
the challenges of time management identified by first-year varsity athletes. The
phenomenological qualitative approach was used to analyze the data collected from in-depth
interviews conducted with 12 first-year football players at a Canadian university. The results
indicated that : (1) time spent participating in football-related activities influenced the amount of
time which could be spent engaging in academics; (2) the management of one’s time emerged as
the most difficult aspect of being a member in the university’s football program; (3) football
commitments occupied so much time during the season making it difficult to find time for other
activities such as studying, working on assignments, eating properly, or getting enough sleep;
and, (4). the university’s looser academic structure and the free time between courses (compared
secondary schools) poses a considerable time management challenge, one that may be mitigated
by the highly-structured football program.

It is difficult to implement the time management strategies in the student life but
prioritization makes them enable to feel peace and relaxation in their studies. The study was
conducted in order to explore new ways of achieving the desired performance in academia
(Macan et al, 2015).

As stated by Raphael Uribe (2016) Time Management is another focal point of a student
athlete. This provides organization and discipline to a student athlete’s life.

As stated by The Egyptian Journal of Hospital Medicine Many students could not
manage their times efficiently before being students in college since they did not have any
challenges or difficulties in high school. However, the case changed completely when they are
attending college. Being a student in college means that the responsibility is bigger and the
courses are more difficult than what they were in high school. aimed to determine the
relationship between the time management skills and academic performance of students, to
assess time management and practice among students, to determine patterns of time
management among Jazan University students. In addition to determine whether student
participation in extra-curricular activities and social media correlates to his or her cumulative
grade point average (CGPA).  

As stated by Steve Bageant (2017) The most obvious challenge faced by student athletes
is the time demands their heavy schedules place upon them as compared to the time demands of
nonathletes.
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As stated by Ana Felce (2018) Time management will be crucial to your success. You’ll
be juggling hours of practice, games, and travel on top of your academic responsibilities.

As stated by Owen Sammarone (2018) Millions of individuals take the leap after high
school to attend a two or four-year university. During the first couple years of college, students
are introduced to the challenges and obstacles of balancing their time. This balance may include
academics, clubs, sports, social events, and all of the above.

Time management skills are considered as the issue resolving techniques that can be
used by the students to manage study and sports (Hamatani, 2019).

Time management has always been important in the world of athletics. With the
academic year in full swing and collegiate teams across the country working hard, student
athletes are busier than ever. Balancing academics, athletics and a social life is no walk in the
park (Kelsey Mitchell, 2020).

As stated by Parsons, Jennifer (2015) Athletes must successfully balance the dual role of
athlete and student despite time-constraints and competing external pressures from both athletic
and academic entities. The purpose of this study was to examine how athletes believed
professors perceived and treated them at a small, private, comprehensive NCAA Division 11
university. For this investigation, 252 athletes completed a survey, which provided both
quantitative and qualitative data. Chi-square tests were used to analyze the quantitative data sets
and inductive analysis was used to develop themes from the qualitative responses. The
participants in this study reported positive academic habits like attending class regularly, turning
assignments in on time and respectable grade point averages. Even with the evidence of the
positive academic habits and success, some data such as negative remarks made by professors in
class and issues surrounding missed class due to team travel revealed the presence of an athletic
stigma on this campus. Although this stigma existed, the participants' reported an overall
perception and treatment from professors as positive with only 12% of the participants
indicating a negative perception.

As stated by Lisa Coffey and Armani Davis National Collegiate Athletic Association

(NCAA) (2019) student-athletes represent a unique subculture on college campuses, and the
athlete must balance the rigors of coursework, athletics, and the non-traditional dynamics
associated with being an athlete, which include “dumb jock” stereotypes, isolation, negative
criticism, and the fear associated with athletic retirement. Unlike non-athletes, these students
face increasing pressure from outside sources, including family, coaches, and fans, to be the
best. However, participation in athletics gives student-athletes an opportunity to learn valuable
skills and characteristics that are transferrable to the workplace.

As stated by Bjornsen, Abby L. Dinkel, Danae M. (2017) Due to the competing

demands of school and sport, college student-athletes may have reduced time for academic and
career planning potentially limiting their successful transition out of sport. Coaches provide
substantial support to athletes and few studies have explored coaches' perspectives on academic
 Page 20 of 38

and career-related supports/programming. The purpose of this qualitative investigation was to

examine the transition experiences of Division I college student-athletes from the perspective of
coaching staff.

As stated by Shelley C. Mishoe, Kimberly Adams Tufts, Leigh A. Diggs, James D.

Blando, Denise M. Claiborne, Johanna Hoch, Martha L. Walker ( 2018) Effective
interprofessional collaboration may positively impact clinical outcomes, patient satisfaction, and
cost effectiveness. However, educational silos and discipline-specific socialization have
reinforced each health profession’s independent values, attitudes, and problem-solving
approaches.

As stated by Nikola Grafnetterova, Hilda Cecilia Contreras Aguirre, & Rosa M. Banda
Despite the nation’s critical need, National Collegiate Athletic Association’s (NCAA) Division I
studentathletes represent a small portion of Science, Technology, Engineering, and Mathematics
(STEM) graduates. STEM undergraduate student-athletes benefit from the assistance of
academic and athletic advisors; this study explored their experiences with this dual advising.
Grounded in Terenzini and Reason’s (2005) comprehensive model of influences on student
learning and persistence, the findings highlighted the importance of effective communication
and cross-campus collaboration among academic and athletic advisors to support STEM
student-athletes. Specifically, participants depicted support, stability, suppleness, and skill as
components of effective dual advising of STEM student-athletes. However, the study exposed
confusion about the academic and athletic units’ roles and responsibilities that diminished the
effectiveness of the collaborative efforts.

Physical Health

Wyrwas (2018) People tend to think of mental disorders as something that happens to
someone else - “It doesn’t affect me, I’m not an insane person”. There are multiple aspects of
mental health - from serious disorders like Schizophrenia or Bipolar disorder to anxiety, mild
depression, eating disorders or substance abuse. Young people often refuse to admit that they
suffer from a disorder or look for help, partly due to insufficient knowledge, and partly because
of fear of negative reactions from their peers. The truth is that, among students, anxiety,
depression and eating disorders are extremely common. According to mental health research
conducted by the National Alliance on Mental Illness (NAMI), one in four students has a
diagnosable mental illness. Stress from exams, pressure from peers and family - pressure to do
well at the university and to go out socialise and have fun. Going away on an exchange may for
sure add to that - it is an additional challenge that can sometimes make you feel more stressed
and on edge.

Cleofas (2019) mental health disorders produce a sizeable burden to its victims.
Literature suggests that mental illness can cause days out of work, loss of productivity, financial
drain from treatment costs, family and caregiver stress and loss of life (Bronsard et al., 2016;
Centers for Disease Control and Prevention, 2011).
 Page 21 of 38

Magsambol (2020) the mental health issues students experience during distance learning
are due to an "interplay" of factors, said one of the country's top psychiatrists, who added that
such issues cannot be solely attributed to the difficulties of the revamped education system.

Staff writer (2021) being a student is stressful, but trying to juggle school work and other
responsibilities while experiencing mental illness can make it even harder. According to the
National Alliance on Mental Illness (NAMI), approximately one in five youth aged 13–18 live
with mental health conditions and approximately 75 percent of people with mental health issues
develop them prior to the age of 24. Mental health conditions can feel debilitating and scary,
making some learners retreat inward rather than seek help. Students, parents, and educators
looking for information can find many resources in this guide to help them live their best lives.

Gold (2021) Though an exciting time in many young adults' lives, college can also
introduce struggles such as social pressures to conform or experiment with drugs and alcohol,
problems achieving work-life balance, impostor syndrome, and a lack of sleep. College students
may also feel disconnected from their support systems back home as they encounter new people,
values, and life experiences.

Commitment

Mclntyre (2016) making a real commitment means that you try harder, you look for
innovative solutions when faced with obstacles, you don’t consider quitting as an option, you are
persistent and extremely resilient. In addition, a meaningful commitment gives you a possible
script for how to handle things when times get tough.

Srivastava (2018) commitment is not merely a promise that one makes to do something.
It entails dedication, ability to work hard and bear infinite fortitude. Staying committed to your
goal is one of the most fundamental principles of success. The goals can vary from leading a
healthier life, having a better relationship, or approaching result in work, but commitment
remains an essential ingredient.

Roomer (2019) when you’re truly committed to a goal, you do the work despite not
feeling like it. You work on your goals even though you’d rather sleep in. You defy the cold and
rain for it. You break old destructive patterns for it. And you push through any obstacle that
comes in your way. The stronger your commitment, the more likely you are to succeed as you
refuse to give up or give in. You make more disciplined and productive decisions — and are
more willing to go out of your comfort zone. That’s what it takes to achieve success.

Stevens (2020) a commitment can be a fixed goal like climbing a peak, finishing a book,
meeting a deadline, paying taxes on time, or running a marathon and finishing. However, a
commitment can also be more of a process like commitment to a marriage, a monastic path, a
commitment to excellence in work, or always telling the truth no matter what. Sometimes the
commitment is to another person but more often it is to ourselves, or at times it may include
both.
 Page 22 of 38

Finnigan (2020) commitment is what transforms a promise into reality. It is the words
that speak boldly of your intentions. And the actions that speak louder than words. It is making
time, when there is none, coming through time after time, year after year. Commitment is the
stuff character is made of, the power to change the force of things. It is the daily triumph of
integrity over skepticism.

Work ethic

Lavalle (2015) successful athletes are accustomed to working through tough situations
and know that energy is needed not just on game day, but in the countless hours leading up to it.
In a young technology company, you don’t release a new product or land a big new account
every day. Most of our time is spent preparing for these big events. Our team understands the
concept of deferred gratification -- that success is only possible with a lot of hard work outside
the spotlight. We also understand that it is not just the most talented athlete who wins. Hard
workers beat much more gifted companies as often as not.

Heathfield (2019) having a strong work ethic involves upholding the values and goals of
the company by performing your job to the best of your ability. It means focusing on completing
assigned tasks on time. Work ethic refers to a set of key moral values that guide individuals
towards successfully completing their work in a formal environment.

Cote (2019) so the next time you see a job ad that requires candidates with a strong work
ethic, understand that you’ve got to own a series of abilities – like professionalism or punctuality
– that will help you (and your future employer, of course) deliver work within a set of agreed
rules. We’ll go into all of these skills you need to cover for the strong work ethic aspect later on
in the article. Realistically though, work ethic means different things to different people. While
some see it as the guiding force behind an employee’s motivation at work, others regard it
simply as being a complete list of skills that companies need to get their projects done.
More controversial than its simple definition remains whether or not a strong work ethic is
something you’re born with or can learn.

Marlene (2019) we’ve all been there, that feeling of intense fatigue as soon as your alarm
clock goes off. The strong lack of motivation driving to work or school. The feeling cripples our
productivity levels and raises cortisol (stress hormone), making us very unhappy and
unenthused.

Elliott (2020) whether you are working at a job or studying at school, developing a good
work ethic can be critical to success. Different fields prioritize different characteristics and
qualities, but any good work ethic involves good time management, focus, and dedication.
Developing an effective work ethic is the KEY to finding success in and outside of the
workplace or college classroom! A good work ethic will make you a more valuable employee as
well as a very diligent and prosperous student. But how do you develop or improve your work
 Page 23 of 38

ethic?

Psychological Health

As stated by Jim Golby, Phillippa Wood (2016), the effects of a psychological skills
intervention (PST) designed to enhance the mental toughness and psychological well-being of
student-athlete rowers (N = 16). Within this context, PWB was conceptualized by an
amalgamation of the following psychological constructs; self-esteem, perceived self-efficacy,
positive affect and dispositional optimism. Progress was examined at three times evenly
dispersed over the course of the six-month intervention, pre-, mid- and post-intervention. The
intervention was solution-focused and informed by Dweck’s (2009) theory of a growth mindset
and Goldberg’s (1998) psychological strategies to develop mental toughness. The study design
was a 2 (group) × 3 (time) two-way MANOVA with repeated measures on one factor (time).
Various measures of mental toughness and positive psychological constructs were utilised. Over
the course of the intervention, MT significantly improved, in addition to perceived self-efficacy,
self-esteem and positive affect. Positive significant relationships were observed between
components of MT and each of the positive measures; which lends support to the
conceptualization of MT as a positive psychological construct which fosters positive
psychological states (Clough & Strycharczyk, 2012) . Further research is warranted to examine
the development of MT on negative psychological constructs.

The American Medical Society for Sports Medicine convened a panel of experts to
provide an evidence-based, best practices document to assist sports medicine physicians and
other members of the athletic care network with the detection, treatment, and prevention of
mental health issues in competitive athletes. This statement discusses how members of the sports
medicine team, including team physicians, athletic trainers, and mental health providers, work
together in providing comprehensive psychological care to athletes. It specifically addresses
psychological factors in athletes including personality issues and the psychological response to
injury and illness. The statement also examines the athletic culture and environmental factors
that commonly impact mental health, including sexuality and gender issues, hazing, bullying,
sexual misconduct, and transition from sport. Specific mental health disorders in athletes, such
as eating disorders/disordered eating, depression and suicide, anxiety and stress, overtraining,
sleep disorders, and attention-deficit/hyperactivity disorder, are reviewed with a focus on
detection, management, the effect on performance, and prevention. This document uses the
Strength of Recommendation Taxonomy (SORT) to grade level of evidence (Clinical Journal of
Sport Medicine, 2020).

As state by Julie H.SutcliffePsyD and Paul A.GreenbergerMD (2020), psychological

conditions occur frequently in college students. One contributing factor is the onset of most
mental health disorders occurring in late adolescence and early adulthood, as well as the identity
formation and individuation that is typical of this developmental stage. Precollege trauma
(emotional, physical, sexual, and witness to violence) and lower socioeconomic status can set
the stage for psychological difficulties. Some of many stressors that may affect college athletes
include peer pressures, independence, need to please family, friends, and coaches, high level of
 Page 24 of 38

expectations with a very strong commitment to succeeding and winning in competitive and
intense intercollegiate sports, time management for academic demands, sports, relationships, and
well-being, mood status, history of mental illness, injuries including concussions, and adjusting
to the length of time for recovery from injuries, fears of reinjury, or return-to-play concerns,
managing body and weight concerns related to performance, and unexpected medical conditions
such as infectious mononucleosis.

Student-athletes are suggested to be an at-risk population for experiencing psychological

distress, and coaches have been identified as support providers for distressed athletes. Strategies
for coaches to establish supportive team cultures were identified, such as building diverse
coaching staff, using nondiscriminatory language, and role-modeling desired behaviors. Based
on the findings, guidelines are provided for effective coach support following disclosure. This
research suggests that coaches have the potential to positively influence student-athletes’
disclosures of psychological distress and facilitate the process of athletes seeking help; however,
clearer boundaries need to be established to govern the appropriate role of coaches in supporting
psychologically distressed student-athletes (James E. Bissett, Katherine A. Tamminen, 2020).

Self-Compassion may be seen as a concept contrary to the aims of athletes engaged in

competitive sport. This could be accentuated at more elite levels, where athletes may view
concepts like self-criticism and self-judgement as more important for improvement. The current
study aimed to better understand how athletes of different competitive levels (from social to
international) relate to concepts of self-compassion. Further, we aimed to explore how factors
relating to social rank and self-compassion contribute to psychological distress. The results
suggest that even highly elite athletes may be open to using self-compassion. Given that reduced
self-compassion and sense of social rank contributed to psychological distress in athletes, the
results suggest that compassion-based approaches to treating psychological distress in this
population may be valid (Courtney C.Walton, John Baranoff, Paul Gilbert, James Kirby, 2020).

CHAPTER II

Methodology

This chapter presents the research design, participant of the study, research
instrumentation, Data gathering procedure, data analysis, statistical treatment and ethical
consideration.
 Page 25 of 38

Research Design

This had used of descriptive method of research. Descriptive research was used by
researchers to give them enough information about their study which concerns the academic
performance by the student athlete. This type of research describes a situation or given states of
affairs in terms of specified aspect or factors. As defined by Glass & Hopkins, (1984)
descriptive research involves gathering data that describe events and then organizes, tabulates,
depicts, and describes the data collection. The focus of this is on prevailing conditions, and how
a person, group, or thing behaves or function in the present. Furthermore, it was used to point
out the extent of relationship between variables used in the study.

Total enumeration will be used, this means that all the student athletes that are enrolled
as 2nd year and 3rd year students of USLS will be considered as participant. This study wants to
determine the qualification of Factor Influencing the (Academic Performances of Student
Athlete in University of St. La Salle) Researchers uses a survey as a research instrument, and
each item on the survey related to qualifications is subjected to allowing respondent feedback
answer and a 1–5 point Likert scale and “yes” or “no” choices . This way, the researcher can
describe the qualifications possessed by the student athletes of the University of St. La Salle.

Participant of the study

This study aimed to determine the relationship of the student athletes to the academic
performance of the second year and third year varsity students of University of St. La Salle.
Only second year and third year were chosen because the admission and acceptance of new
athletes has stopped due to the pandemic and also because of k-12 the last batch was able to
finish so the first year student and fourth year student were not included and they were chosen
because only student -athletes qualified for this study.

The respondents of the study were taken from the specified year level as mentioned
above. Below is the table presenting the number of officially enrolled 2nd year and 3rd year
varsity students of University Of St. La Salle school year 2021-2022.

Instrumentation

We the researcher made an instrument and it was utilized to determine the academic
performance of the student athlete of the University of St. La Salle. It contained two main parts,
Part I, was used to know the participants profile such as name, age, sex, sport, year level, course
and scholarship percentage and Part II is set skill questions we use Likert scale evaluation and
contains dichotomous scale, which is composed of 10 items in inter related to academics and
inter related to sports event and their academic performance will determined based on their
 Page 26 of 38

choices.

Data Gathering Procedure

We the researcher had allotted vigorous time, effort and cooperation in developing our
research questionnaire to serve its intended respondent. The survey was made using suitable
questions and individual questions formed by the researchers. The survey comprised of two
parts. Part I is the participants profile such as name (optional), sex, age, course, year level,
sports, family status, family size, place of origin and scholarship percentage. And part II is open-
ended questions to provide specific answer and scale evaluation which were related to
participant’s possible interest.

As stated by Levine, D. (2014).it’s easier to tailor your questions in the development

stage, rather than to collect your data and then make a decision about analysis. What analysis
you run depends on the format of your questionnaire. In the part two on the questionnaire, we
used Likert scale to determine if the participants never or always interested with the statement.
After the validation of our instrument, we distributed copies to our respondents through online
due to the pandemic.

As stated by Mike Allen 2017 that provides only two possible answers. This type of
question is especially prominent in educational assessments. The question becomes a closed-
ended question because the choices are supplied by the investigator. The questionnaire was
distributed in order to gather the relevant data. We used it to find out what the participants
wanted to choose and properly let them know what they wanted by choosing “yes” or “no”.

The researcher explained to the respondents about the importance of their response in the
study that we are conducting. The respondents were given time to respond. The instrument was
gathered after the respondents were finished answering. After collecting the questionnaire, it
was tallied, interpreted and analysed by the researcher.

Data Analysis

The data gathered for this study were organized, profiling, analysed and interpreted using
appropriate statistical tools to answer the identified research questions. The following were the
statistical processes considered for each stated problem

For the statement of the problem number 1, what is the profile of the research in terms of
their sports, sex, age, year level and family size, place of origin, course, and scholarship
percentage? The frequency percentage distribution was used.
 Page 27 of 38

For the statement of the problem number 2, what is the scholar – athlete set skills in terms of
leadership, teamwork, time management, physical and emotional health, commitment, work
ethic? We make questions to provide specific and clear answer.

Numerical Rating Verbal Interpretation

95-above Almost Always

86-94 Always
81-85 Neutral
75-80 Never
74-below Almost Never

For statement of the problem number 3, the level of interest in both sport event’s
and academics. We provide questionnaire answer by checking () if the answer is “Yes
or No”.

A. Interest related to Sports events YES NO

() ()
() ()

B. Interest related to academics YES NO

() ()
() ()

Statistical Treatment

Responses to the questionnaire by student athlete of University of St. La Salle were

statistically analysed with the data requirement of the study, Descriptive statistics such as
frequency count mean, presenting observation about the characteristics of someone or base in
their experience for factually informative, Frequency and percentage will be used as a measure
to compute the responses of your participants.
 Page 28 of 38

Ethical Consideration

In this statement before we conduct our survey, we made sure as a researcher, that the
participants understand the questions, also we assure that our topic will be about the academic
performances of university of St. La Salle and we the researcher assure that all of our data
gathering is given and also in our survey our participants is not force to answer the question,

and respecting their own decision, athletes are performed better in the classroom, they
developed impressive time management skills, felt motivated to complete their degree, they are
motivated to attend classes, and experienced a smoother transition into the college lifestyle, their
value lies in their ability to do more and also athletes they have to give respect and teamwork, as
well as will teach them lesson perseverance and honesty.

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in Athletes: Detection, Management, Effect on Performance, and Prevention: American
Medical Society for Sports Medicine Position Statement”
https://journals.lww.com/cjsportsmed/fulltext/2020/03000/mental_health_issues_and_ps
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Julie H.SutcliffePsyD and Paul A.GreenbergerMD (2020). “Identifying Psychological

Difficulties in College Athletes”.
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distress: Exploring the experiences of university coaches and athletes”.
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rank, and psychological distress in athletes of varying competitive levels”.
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Curriculum Vitae

Name: Andy A. Garcia Jr.

Sex: Male
Age: 22
Date of Birth: May 10, 1999
Place of Birth: Bacolod City
Address: Prk. Kasing-kasing Brgy 10, Bacolod City
Father’s Name: Andy S. Garcia
Mother’s Name: Riezel B. Articuna
 Page 34 of 38

EDUCATIONAL ATTAINMENT: YEAR

Primary: Rizal Elementary School 2011-2012
Junior
High School: Negros Occidental High School 2015-2016

Senior
High School: National Senior High School
Dona Josefa Las Pinas City 2017-2018

Teritiary: University of Saint La Salle PRESENT

SEMINAR’S AND TRAINING
Marketing Contribution 2017
2ND Lasallian Tourism and
Hospitality Executive Congress 2018

USLS Hospitality and Tourism

Hotel & Restaurant Immersion 2019

Front Office Operation

Management 2019

3rd Lasallian Tourism and

Hospitality Executive Congress 2019

Name: Josaphat Peter Emmanuel H. Jarder

Sex: Male
Age: 22
Date of Birth: December 20, 1998
Place of Birth: Bacolod City
Address: Prk. Bulak Brgy Mandalagan, Bacolod City
Father’s Name: Jerry B. Jarder
Mother’s Name: Jenilita M. Hamaybay

EDUCATIONAL ATTAINMENT: YEAR

Primary: University of St. La Salle – Integrated School 2006-2012

 Page 35 of 38

Junior
High School: University of St. La Salle – Integrated School 2012-2016

Senior
High School: Liceo De La Salle 2016-2018

Tertiary: University of Saint La Salle 2018 – PRESENT

SEMINAR’S AND TRAINING

2ND Lasallian Tourism and

Hospitality Executive Congress 2018

USLS Hospitality and Tourism

Hotel & Restaurant Immersion 2019

Front Office Operation

Management 2019

3rd Lasallian Tourism and

Hospitality Executive Congress 2019

Name: Daniel G. Vistar

Sex: Male
Age: 21
Date of Birth: October 23, 1999
Place of Birth: Bacolod City
Address: Prk 5, Brgy. Poblacion 1, Sagay City
Father’s Name: Soriel Z. Vistar
Mother’s Name: Gemma G. Vistar

EDUCATIONAL ATTAINMENT: YEAR

Primary: Maria V. Lopez Elementary Schoool 2011-2012

Junior
 Page 36 of 38

High School: Sagay National High School 2015-2016

Senior
High School: Sagay City Senior High School 2017-2018

Teritiary: University of Saint La Salle PRESENT

SEMINAR’S AND TRAINING

2ND Lasallian Tourism and

Hospitality Executive Congress 2018

USLS Hospitality and Tourism

Hotel & Restaurant Immersion 2019

Front Office Operation

Management 2019

3rd Lasallian Tourism and

Hospitality Executive Congress 2019

Name: Ma Ivy Grace P. Panaguiton

Sex: Female
Age: 22
Date Of Birth: March 19, 1999
Place Of Birth: Sagay City
Address: Quezon St. Pob 1 Sagay City
Father’s Name: Irving M Panaguiton Sr.
Mother’s Name: Sophie R. Perla

Educational Attainment Year

Primary: Jose B Puey Sr. Elementary School 2009-2012

Roxas St, Sagay City, Negros Occidental
 Page 37 of 38

Secondary: Sagay National Highschool 2012-2016

Sagay City, Negros Occidental

Senior High: Mdm College 2016-2018

Sagay City, Negros Occidental

Tertiary: University Of Saint Lasalle 2018-2020

La Salle Avenue, Bacolod 6100,Negros Occidental

Seminar’s And Training

Marketing Contribution 2017

2nd Lasallian Tourism And
Hospitality Executive Congress 2018

Usls Hospitality And Tourism

Hotel & Restaurant Immersion 2019

Front Office Operation

Management 2019

3rd Lasallian Tourism And

Hospitality Executive Congress 2019

Name: Paul Christian A. Hecita

Sex: Male
Age: 21
Date of Birth: December 23, 1999
Place of Birth: Silay City
Address: Blk 12 Lot 12-13 Buenavista Subd.,
Silay City
Father’s Name: Glenn Hecita
Mother’s Name: Jo Ann Hecita

EDUCATIONAL ATTAINMENT: YEAR

Primary: Colegio San Agustin - Bacolod 2006-2012

 Page 38 of 38

Junior
High School: Colegio San Agustin - Bacolod 2012-2016

Senior
High School: Liceo De La Salle 2016-2018

Tertiary: University of Saint La Salle 2018 – PRESENT

SEMINAR’S AND TRAINING

2ND Lasallian Tourism and

Hospitality Executive Congress 2018

USLS Hospitality and Tourism

Hotel & Restaurant Immersion 2019

Front Office Operation

Management 2019

3rd Lasallian Tourism and

Hospitality Executive Congress 2019