NOTRE DAME OF MARBEL UNIVERSITY
INTEGRATED BASIC EDUCATION DEPARTMENT
Senior High School
General Santos, City of Koronadal, 9506
South Cotabato, Philippines
STRATEGIES OF STUDENT-ATHLETES IN
COPING UP WITH THEIR ACADEMIC
PERFORMANCE
A Qualitative Research
Presented to the Faculty of Senior High School Department
Notre Dame of Marbel University
Koronadal City, South Cotabato
In Partial Fulfilment of the Requirements in
PRACTICAL RESEARCH
Amigable, Irene Grace C.
Baterbonia, Lady Ann D.
Donasco, Earl Niceson M.
Flote, Jessabelle U.
Gamutan, Andrea Grace A.
NOTRE DAME OF MARBEL UNIVERSITY
INTEGRATED BASIC EDUCATION DEPARTMENT
Senior High School
General Santos, City of Koronadal, 9506
South Cotabato, Philippines
January, 2020
CHAPTER I
THE PROBLEM
Introduction
Student-athlete unveils the exploitative world of high-revenue sports through this
aging generation. Sports has been become a worldwide culture to uphold camaraderie
and sportsmanship towards harmonious relationship of every nations. Recent statistics
from the NCAA indicate that of that 444,077, about 16,000 of those student athletes are
foreign born. Studies have shown that international student athletes find obtaining an
education to be of prime importance and they are usually academically well-prepared.
(Heuffner, K. 2015)
On Palarong Pambansa 2019 (National Games), approximately 6000 student-
athlete from public and private schools at elementary and secondary levels competes
provided they qualified by winning at their regional meet, in Davao City on it's 71st
edition. This prestige has been practiced yearly as part of academic culture as a
compliance to RA 10599 Implementing rules and regulations of the Palarong Pambansa
Act of 2013.
Student-athletes are full-time students and athletes at the same time. Colleges offer
athletic scholarships in many sports. Many student athletes receive scholarships to
these institutions, but having a scholarship is not mandatory for a student athlete.
Furthermore, being attentive in academic learning is mentally tiresome. But most
students essentially have more time to recover. Student-athletes have no time for such
luxuries, simply because they remain committed to excelling at their sport, whether
NOTRE DAME OF MARBEL UNIVERSITY
INTEGRATED BASIC EDUCATION DEPARTMENT
Senior High School
General Santos, City of Koronadal, 9506
South Cotabato, Philippines
that's through training, therapy or even rest. Student-athletes could potentially miss out
the learning that takes place from interacting with peets and engaging in other
educational activities outside of the classroom and off the field. (Joy Gaston Gayles,
Shoaping Hu, 2009)
Students that are more engaged in sports activities are susceptible in becoming less
academically active because of the various aspect such as time management, coping
up in the lesson, classroom behavior, and academic competence. The student-athletes
are having a hard time to cope up like normal students in terms of academic
neccesities. The findings suggested that students perceived student-athlete negatively
in situations dealing with academic competence.(Engstorm, Sedlacek, 1991)
Notre Dame of Marbel University is one of the high, selected and private school in
Koronadal City where most of the students are from different municipalities and
provinces. This school is one of the universities having a great performance in terms of
having a better establishment for the student-athletes to practice and learn. Notre Dame
of Marbel University provides a good quality for the needs if the student-athletes to have
a motivation in pursuing their academic while performing active sports event.
Student-athletes are full time student and athletes at the same time. Student-athlete
is a participant in an organized competitive sport sponsored by the educational
institution in which the student is enrolled. Strong series highlights the academic
process of selected high achieving student-athlete and provides an inside look lives
beyond their sports. Understanding the impact of campus programs devoted to
influencing positive health behavior, including physical activity, is critical component in
understanding the benefits of recreational sports involvement.(Scott Forrester,
Christopher Arteberry, Bob Barcelona, 2006).
NOTRE DAME OF MARBEL UNIVERSITY
INTEGRATED BASIC EDUCATION DEPARTMENT
Senior High School
General Santos, City of Koronadal, 9506
South Cotabato, Philippines
To determine the common experiences of student-athlete in coping up their
academic performance. This envisions to create findings of their experiences in
common. It may be on how to manage their time, and how they cope up or balance
academic and sports activities. After the conducted study, one of the the main
beneficiaries of this research are the student athletes, for they will know the elaborated
experiences on how to cope up with their academic performance.
Statement of the Problem
This study aimed to describe the experiences of students-athletes in coping up with
their academic performance at Notre Dame of Marbel University IBED-SHS. Specifically
it answered the following:
1. How do Student athletes describe their strategies in coping with their academic
performance?
2. How do student athletes describe the effects of their strategies in coping with their
academic performance?
Significance of the Study
This study will focus on the strategies of student-athlete in coping with the hectic
schedules in their academic life. The study provided is substantiated with factual
information of the participant who satisfied the given criteria/inclusion of the said
research. This study will benefit the following:
Student-athletes. This study will help them know how to possess discipline, respect,
resilience, both academic or in sports, in spite the hardships and obstacles they may
undergo. With this study, it will depict an effective way on how they should balance their
Academic Performance as a student and how their experiences in the field related to
their grades as an athlete.
NOTRE DAME OF MARBEL UNIVERSITY
INTEGRATED BASIC EDUCATION DEPARTMENT
Senior High School
General Santos, City of Koronadal, 9506
South Cotabato, Philippines
Parents. This study will help to examine their child's passion to sports together with
productive learning. With this study, it will illustrate why sport activities in school are
significant component of the academic experience.
Teachers. This study will help teachers know why the students are active to
participate in an enormous sports events and to plunge with the perception of student-
athlete towards the struggles of schooling while being involved in sports.
School Administrators. This study will have impact on the administrators, as this
study will determine why does the students are motivated in participating such sports
activities in the school, and if so, they can consider light class schedule or appropriate
excuses to pursue their education.
Researchers. This study will help them gather data that will help them in
determining the experiences that motivates the students to catch up both their time in
enhancing both of their academics and events as an athlete.
Future Researchers. This analysis can be a helping hand for them in acquiring
mutual information to support their study in the future. In addition, this will help them to
know how does the student-athletes can perform their games along with their studies.
Scope and Limitation
This study focuses on the strategies of student-athlete in coping up with their
academic performance within the vicinity of NDMU-IBED SHS, Koronadal City. The
research design of this research is Generic Descriptive-Qualitative design to describe,
narrate, and establish the said experience. This study is exclusive only to the students
NOTRE DAME OF MARBEL UNIVERSITY
INTEGRATED BASIC EDUCATION DEPARTMENT
Senior High School
General Santos, City of Koronadal, 9506
South Cotabato, Philippines
who are qualified in the City Meet and is approved by the moderator or the coaches.
The study would be done through the utilization of interview guide, composed of two
chapters that will capsulized the statement of the problem. This research is validated by
a research teacher or any person with prior knowledge in this field. The data analysis
that will be used is
.
NOTRE DAME OF MARBEL UNIVERSITY
INTEGRATED BASIC EDUCATION DEPARTMENT
Senior High School
General Santos, City of Koronadal, 9506
South Cotabato, Philippines
Chapter III
Methodology
Research Design
The study was conducted by using a descriptive-qualitative research design. This
describes a phenomena vividly and help provide question of why, what and how, which
is associated with the experiences of the student-athletes in coping up with their
academic performance. Descriptive-Qualitative research design will focus on the nature
of the said phenomena, considering and how did it occur. Descriptive-Qualitative
research design aims to accurately and systematically describe a phenomenon. It can
contain what, when, where and how questions but not why questions (McCombes,
2019). A descriptive research design can use a wide variety of qualitative methods to
investigate one or more variables.
NOTRE DAME OF MARBEL UNIVERSITY
INTEGRATED BASIC EDUCATION DEPARTMENT
Senior High School
General Santos, City of Koronadal, 9506
South Cotabato, Philippines
Strategies of Student-Athletes In
Coping Up With Their Academic
Performance
Locale of the study
NDMU-IBED SHS
How do Student athletes
describe their strategies in
Participants of the
coping with their academic Study
performance?
SHS
Student-Athletes
Research
Instrument
How do student athletes describe
Interview Guide
the effects of their strategies in
coping with their academic
performance? Data Gathering
In-depth
Interview
Data Analysis
Thematic
Analysis
NOTRE DAME OF MARBEL UNIVERSITY
INTEGRATED BASIC EDUCATION DEPARTMENT
Senior High School
General Santos, City of Koronadal, 9506
South Cotabato, Philippines
Figure 1. Research Design Paradigm
Locale of the Study
The study is conducted at the City of Koronadal specifically at the Notre Dame of
Marbel University IBED SHS. This is an institution located at General Santos Drive, City
of Koronadal, South Cotabato, Philippines. NDMU-IBED SHS is a Catholic educational
institution that serves as an avenue for students to be holistically competent.
Notre Dame of Marbel University IBED-SHS is an institution that offers quality education
for all. Aside from academic activities it also caters other activities like sports. Sport that
builds up unity and camaraderie among students helps them to develop self-esteem
and confidence in daily basis. Thus, this is one of the reasons why the students in
school are holistically developed. All the respondents of the study will be coming from
the said institution; the said institution will also be the area where the researchers will
conduct the collection of the data from the respondents. The reseacher chose the
educational institution to be the locale of the study because it is feasible and accessible.
The said locale of the study is situated in the area wherein the researchers can easily
approach and make contact with it.
NOTRE DAME OF MARBEL UNIVERSITY
INTEGRATED BASIC EDUCATION DEPARTMENT
Senior High School
General Santos, City of Koronadal, 9506
South Cotabato, Philippines
NOTRE DAME OF MARBEL UNIVERSITY
INTEGRATED BASIC EDUCATION DEPARTMENT
Senior High School
General Santos, City of Koronadal, 9506
South Cotabato, Philippines
South Cotabato
Koronadal City
NDMU IBED
Participants of the Study
The participants of this research are the student-athletes of NDMU-IBED SHS, in
school year 2019-2020. The participants of the study should be a bonafied student of
NDMU-IBED SHS. The student athletes should be qualified student-athelete that are
approved in the City Meet and is approved by the moderator or the coaches.
Instrument of the Study
The researcher will use an interview guide to draw results and data on the said study
which is the experience of student-athlete in coping up with their academic
performance. The interview guide will be consist of two questions. The first question will
aim to answer what are the strategies of student athlete in coping up with their
academic performance. The second question will ask about the effect of strategies used
by student athletes in coping with their academic performance. These questions will be
supported by follow up questions, to extract the information needed in the study. Lastly,
the interview guide will be verified by three person that is knowledgable about research
to clarified and to check the accuracy of the question that will be ask to the participants.
Data Gathering Procedures
First, researcher sought permission from the Assistant Principal of Senior High
School at NDMU-IBED and as well as class adviser and other faculty members would
be selected. Then the researcher retrieved the request letter, identify sample
NOTRE DAME OF MARBEL UNIVERSITY
INTEGRATED BASIC EDUCATION DEPARTMENT
Senior High School
General Santos, City of Koronadal, 9506
South Cotabato, Philippines
participants and startend interview. The data was recorded with the consent of the
participant. After the researcher would use the time alloted to vacant distraction of class
discussion and interviewing the sample participants, the collected data were then
analyzed and interpreted. The collected data were then be reviewed, tabulated, and
collected from the answers of the sample participants and were then be analyzed to
identify any patterns of commonalities for the student’s personal insights about the
student-atheletes experiences towards coping up with their academic performance.
After analyzing and interpreting, the summary will form immediately the insights of the
students against NMDU-IBED student-athelete.
Data Analysis
In this study we use data set analysis to analyze those variance individually or
together because they can help find: unexpected values; proportion of missing values
compared to the whole data set; skewness and other issues. The distribution of feature
values accross different features can be compared, as can feature statistics for training
and test data sets. A thematic analysis strived to identify patterns of themes in the
interview data. Thematic analysis described an iterative process as how to go from
messy data to a map of the most important themes in data. The process contains
sixsteps. First, familiarize yourself with your data. Second, assign preliminary codes to
your data in order to describe the content. Third, search for patterns or the themes in
your codes the different interviews. Fourth, review themes. Fifth, define and name
themes and lastly, produce your report.
NOTRE DAME OF MARBEL UNIVERSITY
INTEGRATED BASIC EDUCATION DEPARTMENT
Senior High School
General Santos, City of Koronadal, 9506
South Cotabato, Philippines
CHAPTER II
Conceptual Framework
The conceptual framework provides the data of the study. In which gives procedures
of conducting the study that fill the gap of literature. This data can help determined the
connection of variables that are being used.
Student-Curriculum
Extra-Curricular
Extra-Curricular Student
Athlete
Student-Athlete
Strategies of Student Athlete
NOTRE DAME OF MARBEL UNIVERSITY
INTEGRATED BASIC EDUCATION DEPARTMENT
Senior High School
General Santos, City of Koronadal, 9506
South Cotabato, Philippines
Figure 1. Conceptual Framework
According to Paige (2009) adopting a 21st century curriculum should blend
knowledge, thinking, innovation skills, media, Information and Communication
Technology (ICT) literacy, and real life experience in the context of core academic
subjects. Furthermore, it is an education that is technology-inclined to assure the
learning of the student to be efficient. It is also significant to adapt with the existing
media to support educational necessities for the learner to be capable to use it and
learn from it that can be applicable to their future career. In order to achieve authentic
learning that is demanded in the 21st century, students engage in the learning
environment effectively and develop 21st century skills such as critical thinking, problem
solving, and collaboration. In this way, students will be prepared with the necessary
knowledge and life skills that will help them be successful in their future careers
(Lombardi, 2007).
Education must include life skill on Student Curriculum as 21st century learners to
adapt with the changes of this modern living. This emphasizes that 21st century skills
must be taught in academic platform to ensure the bright tomorrow of each student.
Therefore, curriculum in the 21st century should focus on the construction of knowledge
and encourage students to produce the information that has value or meaning to them
in order to develop new skills. Preparing curriculum to be connected with the real world
can support student participation, their motivation and understanding for the academic
subjects, as well as preparing them for adult life (Lombardi, 2007). Student Curriculum
is indeed a milestone for the betterment of education, as it also considers real-life
challenges to be solved by learned solution. In addition, this is to make the student
holistically ready for the new world that is waiting to be rejuvenated by their impressive
NOTRE DAME OF MARBEL UNIVERSITY
INTEGRATED BASIC EDUCATION DEPARTMENT
Senior High School
General Santos, City of Koronadal, 9506
South Cotabato, Philippines
talents. Today, curriculum and educational decisions should be reviewed and
redesigned to integrate future skills explicitly.
In the 21st century curriculum, educators must integrate over 75% of future skills
(Milestones for Improving Learning and Education [MILE], 2002). Future skills can truly
be a great hand for the strong foundation of basic learning in school, thus it really
support students to have a firm probability of having a stable employment in the future
society. It is composed of many life-skills that are relevant to this recent era that will be
handy in lifestyle of the modernized people. Researchers argued that these skills should
be both part of the school curriculum and integral to the academic content. Ackerman
and Perkins (1989) claimed that thinking skills should be taught as a “meta curriculum”
intertwined with traditional core subjects. Herrington and Kervin (2007) argued, “A
thinking curriculum is one that provides a deep understanding of the subject and the
ability to apply that understanding to the complex, real-world problems that the student
will face as an adult” (p. 64).
Nevertheless, the implementation of the K-12 Curriculum is a great step toward
these various skills that will be learned in academic content. This proves that there's no
boundary between education and livelihood teachings as long as it aims to create
progress toward academic excellence. Together, the Common Core State Standards
and Partnership for 21st Century Skills emphasize that education should focus on both
core academic subject mastery and 21st century skills development. These skills help
students to be ready for college and career life. (Alismail & McGuire, 2015). Student
Curriculum is a tool to prepare learners in to a higher level of education to achieve
global competence. Anent this, the said curriculum is really helpful to both student and
teachers to follow a set of objectives with accordance to the practical procedure in
learning.
NOTRE DAME OF MARBEL UNIVERSITY
INTEGRATED BASIC EDUCATION DEPARTMENT
Senior High School
General Santos, City of Koronadal, 9506
South Cotabato, Philippines
Some studies of this research may even occur outside the school building, for it does
not only revolve inside the school activities it also participates outside school activities.
Involves, extra-curricular Activities all have common elements including: regular
meetings, an emphasis on skill development, orientation, positive interaction with
peers, as well as the direction, supervision, and the leadership of one or more
competent adults (Mahoney, Eccles and Larson (2004) provided a list of supportive
elements that are critical to ECA: physical and psychological safety for appropriate peer
interaction,clear rules for an activity, supporting relationships among participants,
opportunities for inclusion of all participants, promoting independence and valuing
individual opinion, and skills building. Extracurricular activites and suggests programs
with “extraneous features.
Beyond the scope for which a public school is properly and legally responsible (p.1).
Substitute names like “beyond academic” (Neito & Bode, 2008), and “beyond the
curriculum” (Hallberg & Kirk, 1971) attempt to change the traditional notion of ECA that
consider it as “extra”, by showing the true value and the meaning of non - academic
programs in educating students. ECA according to these scholars, are more important
than their name implies because they help students to become more fully engaged with
the school’s social and intellectual life. (Selznick,1957). It also examines the rules and
regulations those organizations impose on other organizations. In order to apply this
theory to participation in extracurricular activities in the school setting, the athletic
departments in the schools must become individual entities that fall under the direction
of the individual schools and school districts. The extracurricular activities and the
NOTRE DAME OF MARBEL UNIVERSITY
INTEGRATED BASIC EDUCATION DEPARTMENT
Senior High School
General Santos, City of Koronadal, 9506
South Cotabato, Philippines
students that participate in these activities must interact with the authorities that govern
them.
According to Meyer and Rowan (1977), the Institutional Theory was expanded to
explain not only the interaction between organizations but also the cultural and cognition
aspect of the interactions of organizations. After the theory was created, theorists
provided a new shift that included the legitimacy of the organization instead of the
existence of the organization (DiMaggio & Powell, 1983). The Theory of Institutionalism
created a link between the actions of the institution and the institution itself. The
relationship of this theory to extracurricular activities and student achievement is based
on the premise the extracurricular activities must operate under the control of the
individual schools and school districts, and the activities may have positive or negative
impacts on student achievement (Reeves, 2008) (Powell &Kalina, 2009; Adams, 2006)
(DiseereALija, 2005, Roxa Lee 2008).
Extracurricular activities are defined as the activities in which the students participate
after the regular school day has ended (Cadwallader, et al., 2002). Sometimes Student
spent their time in their practices for the said extracurricular activities. Other studies
have shown that prejudice against athletes also occurs in Division III schools known for
their academic prowess (Baucom & Lantz, 2000), even when student-athletes at these
schools are more representative of the student body as a whole. Baucom & Lantz’s
study to determine the presence of faculty prejudice against student athletes found that
such prejudice does exist, but that it is often based on faculty misconceptions regarding
the nature of the scholarship a student-athlete is on, and whether or not his or her
presence at the school is perceived to compromise the academic status of the school as
a whole. The result of this finding is that faculty prejudice reinforces the perceived gap
NOTRE DAME OF MARBEL UNIVERSITY
INTEGRATED BASIC EDUCATION DEPARTMENT
Senior High School
General Santos, City of Koronadal, 9506
South Cotabato, Philippines
between athletics and academics and, once athletes enter the classroom, reinforces the
gap, contributing to the negative reception of athletes in the classroom.
Faculty prejudice is thus one more aspect of the overall competitive structure of a
school, in this case contributing to the poor performance of student athletes in the
classroom (Baucom & Lantz). Supporters of public education must point out positive
aspects if the school program. One such aspect is the extracurricular activity program.
research points to the benefits Student who participate in extracurricular activities gain
in reference to academic achievement and other school related environmental factors.
(Greer,1975; Hanks and Eckland, 1976; Joekel, 1985; NFHS 1999). The demands of
sports also mean that student-athletes are generally “more vulnerable to developmental
crises and psychological distress problems than non-athletes” (Clark, 2002, p. 4).
Studies also showed that young people are much more likely to engage in physical
activity if it is enjoyable, and thus intrinsically motivating. In turn, physical activity can
influence such constructs as the concept of Sense of Coherence, or “a personal
orientation that expressed the way the individual responds to stress in life” (Sollerhed &
Ejlertsson, et al., p. 335). All of these studies indicated that student-athletes, through
participation in sports, become better citizens of schools, behave better, and are more
likely to stay in school. Athletes also engage in less high-risk adolescent behavior than
non-athletes.
According to the NCAA, student-athletes are a participant in an organized
competitive sport sponsored by the educational institutions in which the students is
enrolled and they are full time students and athletes at the same time. This definition
indicated that the student athlete divided their lives among three components: athletics,
academic and social activities. Also from NCAA bylaws (2015) a student-athlete is a
NOTRE DAME OF MARBEL UNIVERSITY
INTEGRATED BASIC EDUCATION DEPARTMENT
Senior High School
General Santos, City of Koronadal, 9506
South Cotabato, Philippines
student who has been solicited by a member of the athletic staff or other interested
party associated with athletics and who actively participates on one or more
intercollegiate team under the jurisdiction of the athletics department (bylaw 12.02.13)
In the study of Dr. Sisco there are different views of student-athlete when it comes into
academic performance and some believe that athlete participation can have a positive
impact on a student's academic performance, while others have negative attitudes
toward student-athlete when it comes to the area of academic performance. When it
comes to academic performance, one of the misconceptions is that student-athletes are
less academic, they are given easier workload by their teachers, or that they only care
about being an athlete that being a student in the study of Ferrer (2018)
A study by Stone, Harrison & Mottley (2012) defines student athletes as student who
received scholarship in exchange for athletic participation. This definition indicate a
belief that all students-athlete where on scholarship or that only those whose education
were subsidized by the athletic program or university were worth consideration in past
research. Another definition was put forth by Shulman and Bowen (2002) that included
all students who lettered during college. The term student athlete was coined in 1964 by
Walter Byers, the first ever executive of the NCCA, to pay workers compensation. As a
result of the inheritance of such overly binary competitive structures in schools, much
research has worked to redefine the student-athlete as a kind of special needs student,
for whom programs of support and assistance must be created, in the manner of
programs for special education (Clark, 2002). The new construct of the student-athlete
sees in him or her both the student AND the athlete, rather than focusing solely on the
latter. Thus, student-athletes are not just athletes but “a unique population of young
adults who lead stressful lives influenced by the unique demands of their lifestyles”
(Clark, p. 1).
NOTRE DAME OF MARBEL UNIVERSITY
INTEGRATED BASIC EDUCATION DEPARTMENT
Senior High School
General Santos, City of Koronadal, 9506
South Cotabato, Philippines
According to Comeaux, E., & Harrison, C. K. (2011) higher education today
academic support staffs are presented with a toolbox from which they must determine
how to best support the academic goals of the student-athlete. Strategy is defined as an
important role to a student athlete’s life because, having these feel them more
motivated and confident, they tend to strive more to improve their skills and, thus, they
get better results in the fights. The use of this strategy is related to low anxiety levels,
greater confidence in their abilities to perform functions during training and competitions
and greater mental strength because, when they are more motivated, they formulate
more realistic goals. Furthermore, participation in competitive sport at elite level requires
both mental and physical capacity in order to handle the pressure during competition,
thus each of the athletes who compete needs to prepare themselves in both areas to
ensure better performances (Omar-Fauzee et al., 2014a). Therefore, one should
understand that being mentally fits doesn't means that one did not have to learn it, as a
matter of fact, they should mentally trained themselves through the simulations of
obstacles faced by athletes during competitions.
However, for those athletes who trained and prepared themselves with psychological
skills such as coping strategy they are more likely to mingle easily and interact and with
others, able to adjust themselves in difficult circumstances, always calm and relax which
helps them to sustain a strong level of self-confidence (OmarFauzee et al., 2009).
Therefore, a psychological skill is a best strategy for the student-athletes to have in
order for them to make sure that they are able to adjust themselves in the stressful
situation of being an athlete student and able re-silenced back to catch-up with other
responsibilities as an individual (Omar-Fauzee et al., 2014a). According to Clough,
Earle, and Sewell (2000), psychological skills will build mental toughness which will
enables athletes to compete in most situations certain or uncertain.
NOTRE DAME OF MARBEL UNIVERSITY
INTEGRATED BASIC EDUCATION DEPARTMENT
Senior High School
General Santos, City of Koronadal, 9506
South Cotabato, Philippines
Participation in competitive sport at elite level requires both mental and physical
capacity in order to handle the pressure during competition, thus each of the athletes
who compete needs to prepare themselves in both areas to ensure better performances
(Omar-Fauzee et al., 2014a). Therefore, one should understand that being mentally fits
doesn't means that one did not have to learn it, as a matter of fact, they should mentally
trained themselves through the simulations of obstacles faced by athletes during
competitions. According to (De Rose Junior ., 2004) each sport modality has its
particularities and different exigency levels, besides the physical, technical, tactical and
psychological demands, which always aim the competition. These charges often
become a source of stress and tend to hinder the athletes' performance. The use of
coping strategies was also considered essential for resilient athletes. This is due to the
fact that, based on cognitive and behavioral efforts, the athletes face the challenging
situations required for the performance of their activities and adapt to changes in
contextual demands that emerge from the sport environment.
