E Sports The Percieved Social Supportand Familiarityof Student Athletesin Manila

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ESPORTS: THE PERCEIVED SOCIAL SUPPORT AND FAMILIARITY OF STUDENT

ATHLETES IN MANILA
Thesis · December 2018

DOI: 10.13140/RG.2.2.31901.74722
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UST – INSTITUTE OF PHYSICAL EDUCATION AND ATHLETICS
ESPORTS: THE PERCEIVED SOCIAL SUPPORT AND FAMILIARITY OF

STUDENT ATHLETES IN MANILA
A Thesis
Presented to the
Institute of Physical Education and Athletics
In Partial Fulfillment
Of the Requirements for
SWM 124 – Research Methods 2
By
BRAVO, Kena Kenesha D
CABAHUG, Mart Clarence M.
CAPILI, Joseph Merrill M.
CAPISTRANO, Faith Danielle B.
CARIGA, Jaffary B.
December2018
Asst. Prof. Raymond M. Anselmo

Adviser
Acknowledgement
We would like to express our appreciation and gratitude to the

following people and to all those who helped us in many ways to make this
study possible:
To our thesis adviser, Asst. Prof. Raymond M. Anselmo for his

guidance and support to finish this study. His wisdom was the key for us to
be able to finish our research as a team. His continuous support towards
us and our study is what makes him the greatest example of an adviser, a
leader, and a friend.
To Ms. Samantha Grace Galang for assisting us in finding the

individuals, we needed for validating the instruments of our study.
To our thesis panelist namely: Assoc. Prof. Analin E. Porto, Dr.

E.M., LPT, RMT, Assoc. Prof. Jerome A. Porto, M.A, LPT, and Asst. Prof.
Alicia I. Erese, RPT, MAED for their guiding instructions and
recommendations and giving us questions that are insightful and helped
our study to be better and concrete.
To Ms. Maxin B. Laurel, MA and Ms. Karen Katrina Trinidad, Sports

Psychologist, for validating our questionnaire and helping us provide the
necessary questions that were used in conducting this study
To Mr. Juland D. Salayo, Lpt, MEM for reviewing, correcting and

validating the contents of this thesis
To all the UAAP schools that participated in this study specifically

the volleyball and football teams of UE, NU, FEU, AdMU, UP, DLSU,
ADU, and UST for their cooperation and honesty in providing us the
results for our study.
To our family, friends, and co-researchers in providing us the

support and help we needed in order to finish our study. This study would
not have been possible for their guidance, words of advice, and moral
support to finish this study
Lastly, to our God Almighty Father all His blessings and guidance.
He is the source of our strength and wisdom that helped in finishing our
thesis. THANK YOU
The researchers
ESPORTS: THE PERCEIVED SOCIAL SUPPORT AND FAMILIARITY OF

Kena Kenesha D. Bravo1, Mart Clarence M. Cabahug1, Joseph Merrill M. Capili1,

Faith Danielle B. Capistrano1, Jaffary B. Cariga 1, Raymond M. Anselmo1
1
Institute of Physical Education and Athletics
Manila, Philippines
Background: Electronic sports or eSports are organized competitive

video games, which are played by professional eSports athletes, have
now become a worldwide sensation, and universities across the globe
have started to treat eSports players as traditional athletes through
engagement in formal programs and scholarship grants. In the Philippines,
these are still making its way to become fully acknowledged and
supported by many because of their negative impact highlighting that
eSports are just addiction to computer games.
Purpose: The purpose of this study is to determine the familiarity
and perceived social support of student-athletes in Manila towards
eSports.
Methodology: The study is a descriptive research that focuses on
two important variables: familiarity and perceived social support. A
traditional and an online survey questionnaire were answered by 160
student-athletes of volleyball and football’s men’s and women’s senior
division from eight UAAP participating universities.
Findings: The result of the study shows that there is a significant
difference between the familiarity of student athletes towards eSports and
the perceived social support according to gender and age.
Recommendation: ESports, as a growing community especially on
university setting, must be supported and acknowledged by its respective
institutions. Furthermore, research about familiarity and perceived social
support to eSports is suggested for NCAA schools and other localities
which include dual/individual sports.
Key words: Familiarity, Perceived Social Support, eSports, team, student
athletes
TABLE OF CONTENTS
Chapter 1 THE PROBLEM AND ITS BACKGROUND Page
Introduction …………………………………………. 1
Background of the Study…………………………… 1
Theoretical Framework ……………………………. 5
Research Paradigm………………………………... 8
Statement of the Problem…………………………. 9
Hypothesis …………………………………………. 10
Scope and Limitations of the Study……………… 10
Significance of the Study…………………………. 11
Definition of Terms ………………………………… 12
Chapter 2 REVIEW OF RELATED LITERATURE

Perceived social support……………………….. 14
Familiarity……………………………………….. 23
eSports ………………………………………….. 28
Chapter 3 RESEARCH METHODOLOGY

Research Design ………………………………….... 36
Subjects and Study Site…………………………..... 36
Data Measure / Instrumentation….………………... 38
Data Gathering Procedure …..…………………….. 39
Ethical Considerations……………………………… 40
Data Analysis ……………………………………… 42
Chapter 4 PRESENTATION, INTERPRETATION AND

ANALYSIS OF DATA
Demographic Profile of the Respondents………… 44
Perception of the respondents to eSports according to
familiarity ………………………………………………… 45
Perceived Social Support……………………………… 47
Significant difference in the familiarity and social
support on eSports according to:
Age…………………………………………………………… 49
Gender……………………………………………………… 51
University…………………………………………………… 53
Chapter 5 SUMMARY, CONCLUSION, AND

RECOMMENDATION
Summary……………………………………………. 56
Conclusion………………………………………….. 58
Recommendation………………………………….. 59
BIBLIOGRAPHY ……………………………………………………….. 61
LIST OF TABLES
Table PAGE
1 Frequency and percentage of event, age, and gender 44
2 Mean and Standard Deviation of Familiarity 45
3 Mean and Standard Deviation of Perceived Social Support 47
4 Regression value of Perceived Social Support and 49
Familiarity according to Age
Familiarity according to Gender
Familiarity according to University
LIST OF FIGURES
Figure PAGE
1 Research Paradigm of the study 9
2 Data Gathering Procedure for the study 39
LIST OF APPENDICES
Appendix PAGE
A Instruments 65
B Certifications 72
C Letters of Communication 74
D Documentation 76
E Curriculum Vitae 78
1
CHAPTER 1
PROBLEM AND ITS BACKGROUND
Introduction and Background of the Study
eSports are organized video games which have become a
worldwide sensation, otherwise known as a phenomenon that provides
space to a fundamental element in today's popular digital youth culture.
While the study of computer games, in general, has gained acceptance
and support in the academic world especially as a means of instructions,
the scientific investigation of computer gaming as a source of learning,
also called as eSports, is still on its way towards familiarity to people.
According to Zhouxiang (2016), the term eSports refers to
‘competitive tournaments of video games, especially among professional
gamers. Hence, these eSports require skills, strategies, tactics,
concentration, communication, coordination, teamwork, and intensive
training similar to traditional competitive sports. In addition, Snavely
(2014) stated that the eSports system represents a unique manifestation
of traditional sport development through a digital medium. The evolution of
video games from coin-operated arcade games to team-based objective
games introduced new elements of competition which increase the
potential for skill development and mastery.

2
Since the birth of eSports in the 1980's up to the present, the
eSports industry and its participants have shaped the public view of the
activity in a negative manner (Snavely, 2014).
In this sense, computer gaming is accepted as a mere leisure
activity; thus, parents and other adults do not encourage and support the
activity in the same manner which garner their attention to the negative
effects of playing such sort of game including online games addiction and
social isolation. Going back to its historical track, its popularity which has
been developed from a mere “pustahan” (betting) to official tournaments
resulting players to even enhance their skills as they measure and
compare their abilities with and against other players. From there, various
organizations have developed competing systems to handle these players
and make it possible for them to compete. These competitions are,
indeed, held under sport-like forms, as ‘sports’, with new label ‘Electronic
Sport’ or ‘eSports’. In fact, eSports is considered as an official sport in
various part of the world such as Korea, China, Russia, Hungary and
Denmark, eSports is considered as an official sport (Jonasson & Thiborg,
2010).
To further elaborate this eSports, Snavely (2014) discussed the
fundamental similarities that exist between physical and digital games;
nevertheless, there are also differences in the activities which pertain to
the setting of the game. Additionally, video games are often described as
3
a simulation or a virtual reenactment of a real event. Influenced by
George Dickie’s definition of art, Kutte Jo ¨nsson (1976) highlighted that
eSports competitors spend a significant amount of time playing video
games, practicing for competitions. The kind of commitment is similar to
the time spent by athlete’s playing physical sports, as mastery of certain
skills takes years to achieve.
Despite the similarities, Freeman and Wohn (2017) stated one
characteristic which separates a game from a sport is the physical
application of skill. Similarly, Jonasson and Thiborg (2010) cited that the
traditional definition of modern sport involves that it is a physical,
competitive and institutionalized activity.
Looking at a deeper angle of the study, a closer look at Philippine
culture would reveal that eSports was easily adapted by the Filipinos
primarily due to their fatalism and indolence. Thus, eSports is yet another
manifestation of this Filipino flaw as discussed by Jose Rizal in his work,
“On the Indolence of the Filipinos.” Accordingly, this indolence was not
innate to the Filipino, but was encouraged and magnified by Spanish
colonizers who desperately tried to live in the Philippines much like how
they themselves lived in Spain. In doing so, they brought over Spanish
customs such as the sabong, jueteng; and in the contemporary world,
eSports.
4
Behind negative associations to the eSports, Jenny et. al., (2017)
pointed that the apparent value and several potential positive implications
associated with the addition of eSports into intercollegiate athletics and
other organized sporting events like the Olympic Games. Nonetheless,
eSports in the Philippines is still developing, and has still its own setbacks.
The eSports community must deal with lack of governmental programs
and support like establishing a centralized organizing body which must
address the continuing negative view on gaming in Philippine society. The
industry also must deal with its members and be conscious of its effect on
the Philippine youth, which comprises the majority of the eSports
population (Ignacio, 2016).
The perception and the familiarity of the general population about
eSports as an unhealthy activity that is merely an addiction to computer
games remain a powerful ideology against eSports in the struggle to be
accepted as an actual sports practice in our society. Presently, while
ESports have recently started to enjoy wide international recognition, there
is still resistance as to whether eSports can truly be considered as a sport,
and has been an issue for not only defining eSports, but also for drawing
the boundaries of what we understand as being sports in general (Hamari
& Sjöblom, 2017). This struggle with the negative perception and lack of
perception of the majority about eSports community directly affects the
potential perceived social support eSports athletes can get. Pilisuk (1982),
5
in this matter, stated that social support pertains not only with the material
help and emotional assurance but as well as a continuous object of
concern on the part of other people.
With this understanding and consideration, student-athletes are no
different with eSports athletes as well as eSports athletes with Student-
Athletes, in terms of mental capacities that are being evaluated in the field
of academics and through strategies and techniques during a game; thus,
they are all equally excellent in their respective fields.
The researchers aimed to make everyone, especially those people
in the academe and in sports, to be more familiar about the positive sides
of eSports and its possible benefits to our society. Further, this study
attempted to identify the benefits of eSports to community through social
support they need for them to continue operating and gradually earning a
decent perception from our society and eventually be considered as an
official sport in the Philippines.
Theoretical Framework
This study employed two significant theories; namely, the Mere
Exposure Effect Theory and the Social Identity Theory.
Mere Exposure Effect Theory concentrates on the attitudinal effects
to non-social stimuli which produces feelings of attraction that influences
under a variety of conditions. Through little or no socialization, individuals

6
who regularly meet produce a greater feeling of attraction that apprehends
similarity of others to us. Repeated exposure generally elicits fondness;
however, this could have a direct effect disregarding changes in attraction
but has an indirect effect on the perceived similarity of others.
Athletes who are in contact with a given stimulus are likely to
recognize the object forming their own attitude by thinking about it
becoming capable of taking place without conscious cognition, and that
preferences need no inferences (Zajone, 1980).
In Social Identity Theory, scientists proposed a wide range of sorts
of conceptualizations of social help (GuoW Freeman & Wohn, 2017).
Therefore, this research builds past hypothesis about social help that
eSports players can acquire, particularly the Social Identity Theory (SIT).
A hypothesis proposed by Henri Tajfel and John Turner in 1974, clarifies
the feeling of an individual about their identity that relies upon the groups
to which they belong. An individual does not simply have a personal
selfhood, but rather different selves and personalities related with their
groups that acts distinctively in social context in accordance to their
groups, a sports team they follow, their family, their country, and the area
they live in. An in-group is an individual who recognize themselves as part
of the group and an out-group is an individual who does not identify
comparable groups; thus, having an "us" versus "them" attitude with
regards to in-groups and separate out-groups.

7
There are three processes that create this in-group/out-group
mentality: Primarily, the Social Categorization classifies people to
understand things about themselves, identifies and defines behavior
appropriate to them and groups others where they belong. Individuals
intellectually personify social groups as prototypes which is a subjective
portrayal of characteristics in a social category, effectively developed from
applicable social information in the immediate or interactive context (Fiske
and Taylor 1991). Since members are placed in the same social field and
in the same group (i.e., revealing similar data from a similar viewpoint),
their prototypes are shared.
Next is the Social Identification which adopts the identity and his /
her actions in ways that they are aware of how the group acts, developing
confidence and emotional significance to an identity.
Finally, Social Comparison clarifies preconception and bigotry since
a group will tend to see individuals from contending bunches adversely to
expand confidence which sorts and identify an individual as a member of
the group, contrasting our group (the in-group) and another (an out-group)
keeping the confidence that you and your group will look at in favor
against others.
The entity of the Mere Exposure Effect Theory and Social Identity
Theory specifically provided a concrete explanation on how an individual
or group can be familiar to a certain stimuli or person depending on

8
several factors and how this familiarity affects the amount of support that
can be perceived. In addition, the researchers could interpret implications
of intangible information that will be gathered along the study about
familiarity and perceived social support by using the mere exposure effect
theory and social identity theory as the backbone of this study.
Research Paradigm
This study utilized Input-Process-Output Model. Input presented
both the familiarity and perceived social support. Clarifying the concept,
perceived social support is the perception and actuality that one is cared
for, has assistance available from other people and that one is part of a
supportive social network while Familiarity is the quality or state of being
familiar or has a good knowledge of someone or something
The identified variables were processed through both traditional
and online survey-questionnaire. Data gathered were analyzed and
interpreted through the applicable statistical treatment.
Output produced clear recommendations in building familiarity and
support to eSports on its potential to create space in the field of sports in
the country. A feedback towards the process and input was emphasized
for a better assessment.

9
Figure 1
Research Paradigm
Statement of the Problem
The researchers aimed to know the familiarity and the perceived
social support of collegiate student- athletes to eSports. Specifically, the
study attempted to answer the following questions:
1. What is the demographic profile of the respondents in terms of:
a. age, and
b. gender?
2. What is the perception of the respondents on:
a. the familiarity with eSports, and
b. the social support?

10
3. Is there a significant difference in the familiarity and social support on
eSports when respondents are grouped according to:
a. age;
b. gender, and
c. university?
Hypotheses of the Study
Ho: There is no significant difference between the familiarity on eSports
and perceived social support that eSports athletes are receiving.
Ha: There is a significant difference between the familiarity on eSports and
perceived social support that eSports athletes are receiving.
Hp (predictive hypothesis): The perceived social support that the eSports
athletes are getting will increase when the familiarity towards esports is
higher.
Scope and Limitations
The study focused on analyzing information related to perceived
social support and familiarity of collegiate student athletes to eSports. The
researchers conducted a survey regarding perceived social support and
familiarity to collegiate athletes of the UAAP participating schools in
Manila towards eSports.

11
The limitations that the researchers encountered in finishing this
paper were the amount of time to finish the study, amount of time that the
respondents were available, and time for the respondents to answer the
survey. Also, the validity and accuracy of information given by the
respondents affect the result of the study.
Significance of the Study
The findings of this research paper will help the following people
and institutions:
eSports athletes. It can provide information for the eSports
athletes about the current situation, the familiarity and support of the
student-athletes’ community towards eSports. Thus, it can also help in
their performance and future competitions.
eSports community. It can help the eSports community where
people lack familiarity with it. With the understanding of the community to
online games, there is a tendency to minimize their misunderstandings
and misconceptions.
Curriculum developers. Since only a few universities offer
programs related to eSports, the result of this study can help inform
curriculum developers to consider eSports as a course or a program. It
can create courses related to eSports such as software programming for
e-Games or teaching the games itself. Further, a possibility as well to

12
integrate alternative tasks or activities using eSports in the classroom
instructions may also be considered by these experts in order to build a
more interactive activities with a good purpose.
Philippines Sports Commission. This study is of great help to
them to convince the commission in providing assistance to eSports
athletes who will compete internationally. It can also help them in giving
proper recognition to eSports athletes in the country.
Researchers. Future researchers may consider this study as their
reference in producing more scholastic researches about eSports. They
may replicate this present study using other significant variables which
further highlight the value of eSports.
Definition of Terms
In order to clearly understand some of the unfamiliar terms in this
study, the researchers defined the following conceptually and
operationally:
eSports is a multiplayer video game played competitively for
spectators, typically by professional gamers.
Familiarity is the quality or state of being familiar or has a good
knowledge of someone or something . The researchers used familiarity as
a variable and applied it to a survey questionnaire that measured the
familiarity of collegiate student athletes towards eSports.

13
Perceived social support is the perception and actuality that one
is cared for, has assistance available from other people, and that one is
part of a supportive social network. The researchers used perceived social
support as a variable and applied it to a survey questionnaire that
measured the perceived social support that the student athletes are giving
towards eSports.
Student Athlete refers to an individual who engages in, is eligible
to engage in or may be eligible in the future to engage in any
intercollegiate sport. If an individual is permanently ineligible to participate
in a particular intercollegiate sport, the individual is not a student athlete
for purposes of that sport. In this study, it pertains to the respondents of
the study from National University, University of the Philippines, University
of the East, De La Salle University, University of Santo Thomas, Ateneo
De Manila University, Far Eastern University, and Adamson University.

14
CHAPTER 2
REVIEW OF RELATED LITERATURE
This chapter discusses the different literatures which are related to
the study that the researchers read, reviewed and summarized. It is
divided into three (3) different themes entitled Perceived Social Support,
Familiarity, and eSports. These related studies and literature were taken
from other published researches, studies, and journal articles.
Perceived Social Support
In the study of Freeman and Wohn (2017), the experiences of
players’ social interaction consequences meditated by their eSports
activities served as the primary focus. An empirical study of how and what
types of social support eSports players had experienced from their
gameplay. It was determined that even though most players started out as
strangers, the context of eSports facilitated situations of extremely
frequent acts of helping through both tangible and intangible means within
the game. In this study, the researchers interviewed 26 eSports players
and sought out their first-person descriptions of experiences of social
support. They found that in the context of eSports, the fact that the team-
emphasized, highly competitive gaming practice was a shared goal and
core task made it difficult to separate instrumental support from other
types of support. In regards to emotional support, findings are consistent

15
with existing scholarship on the formation and maintenance of
relationships. However, unlike much of the MMORPG scholarship, the
relationships of eSports players seem to bleed more into offline
relationships. They also found that the distinction between bridging and
bonding social capital was very different in the context of eSports. The
researchers concluded that even though most players started out as
strangers, the context of eSports facilitated situations of extremely
frequent acts of helping through both tangible and intangible means within
the game. Such in-game informational and instrumental supports often led
to more emotional and esteem support, and these different support
functions not only remain within the context of the game but also “bled” out
into in-person interactions and relationships. When relationships became
more complex, however, players had to manage different expectations of
support that accompanied different relationship roles and sometimes had
to make a conscious decision between choosing a relationship as a friend
or lover over a relationship as a fellow competitive gamer.
With the goal of understanding elementary school teachers’ views
on GBL related to elementary school courses, Ucus (2015) found that
game based learning (GBL) helped students improve problem-solving
skills and made it possible for them to interpret their society, nature and
the world around them through experiences. Qualitative research method
was used in the study. The study group included a total of 24 teachers
16
from elementary schools in different districts of Ankara, Turkey. Maximum
variation sampling was used to select teachers who would be willing to
participate in the study. The research data were collected via semi-
structured interviews. Results of the study revealed that teachers
understood GBL as learning from media and computers, using educational
games through social learning, cooperative learning. Teachers put forth
suggestions for the problems about GBL such as designing games
considering students’ interests and abilities, strengthening elementary
school teachers’ self-efficiencies on GBL, organizing extracurricular
activities to use games much more in the classroom.
In the same line of thought, Lee and Schoenstedt (2011) explored
the relatively new phenomenon of eSports gaming by focusing on both
motivational and behavioral patterns of eSports consumption to determine
whether eSports consumption stands alone as a distinct market or
whether it is similar or compliments traditional sports consumption. Using
a convenience sampling method, data was collected from students in
sport management related courses and attendees at athletic events on
campuses. The overall results of regression analysis showed that there
was a personal and social element to game playing and that the specific
features of a game positively influenced an individual’s interest in eSports
game playing.
17
Likewise, the study of Olsen (2015) showed that there was a
massive growth within the field of electronic sports (eSports). The
research thesis statement of the problem determined how much eSports
field have been growing. The study defined and measured the main
factors that caused the growth of eSports. To accomplish this, the thesis
research the existing literature within the project domain, where the
literature was evaluated and analyzed in terms of the key research
questions, and further summarized in a renewed project scope. The
researchers used a pragmatism philosophy with an induction approach is
further used to understand the field, and work as the outer layer of the
methodology while inner layer was rather based on qualitative data,
whereas a thematic analysis served as the foundation of the later chosen
business analytical tools. The analysis consisted of a trend analysis, which
presented that nearly every theme analyzed which continued to grow in a
five-year period. The trend analysis further expected a 305.51% growth in
the live audience from 2014-2019, while the virtual streaming audience
was expected to experience a growth of 140.61%. The research thesis
recommended that in a short-term period the current trends and patterns
could be used to conduct successful eSports events. However, in the
long-term, a Data-driven Decision Support System must be implemented,
which periodically gathered data to know the best possible way to deliver
eSports events to the eSports community.

18
Giving weight to the nature of eSports, Heere (2017) argues that
regardless of whether eSports qualify as sports, they should be examined
in sport management because they are a manifestation of sportification.
He added that as the sport industry itself is embracing eSports as a sport,
scholars should embrace eSports as a manifestation of sportification and
examine their negative and positive effect on our industry. Accepting a
discussion on eSports into sport management discourse does not
necessarily mean sport management scholars are supportive of the
phenomenon; rather, it merely demonstrates openness to an examination
of it in the field. Sport Management researchers cannot examine its
consequences on obesity, social inclusion, or its contribution to the
professional sport industry if they are not open to examinations on the
subject, and are standing on the sidelines of academic debates.
According to Bangerter et. al., (2015), giving different types of
support to adult offspring is associated with the mental health of aging
parents and whether perceiving giving support as stressful or rewarding
moderates the association between giving support and its depressive
symptoms. Data were utilized from a target sample of 633 middle-aged
adults who had at least one living adult child and at least one living parent
in 2008. Participants answered questions that are focused on exchanges
of support, beliefs about relationships with children, and other

19
demographic were information were obtained using Computer Assisted
Telephone Interviews (CATIs).
Tangible support and feelings of reward and nontangible support
and feelings of stress were found by significant interactions in explaining
parental depressive symptoms were found. Parents who gave support is
highly rewarding and had lower levels of depressive symptoms when
providing high amounts of tangible support. However, parents who viewed
giving support to be highly stressful had higher levels of depressive
symptoms giving low amounts of nontangible support. Support from older
parents did not only mean benefiting from the recipient of support but
rather fulfilling the feelings of parental obligations. Thus, considering the
role of parental obligation has its purpose in future studies in that to
parental generativity. (Bangerter et. Al 2015)
Further, Hamari & Sjöblom (2017) stated that escapism, acquiring
knowledge about the games being played, novelty and eSports athlete
aggressiveness was found to positively predict eSports spectating
frequency. The purpose of the paper was to investigate why people
spectate eSports on the internet. The study employed the motivations
scale for sports consumption which is one of the most widely applied
measurement instruments for sports consumption in general. The results
indicated that escapism, acquiring knowledge about the games being
played, novelty and eSports athlete aggressiveness was found to

20
positively predict eSports spectating frequency. The study proposed a
definition for eSports and further discussed how eSports could be seen as
a form of sports.
Similarly, Hallmann and Giel (2017) reflected on whether eSports
could be considered as a sport based on evaluating five characteristics of
sport and assessing them for eSports. Although most researches focusing
on eSports have been qualitative and therewith so far rather exploratory
and not ultimately generalizable, it was obvious that eSports also has
become a scientific topic portrayed from different perspectives. As
indicated in several interviews, eSports players in their mid-twenties were
often not capable to compete at the highest level anymore as especially
their speed of responsive action is decreasing (e.g. Hilgers & Mülleneisen,
2017; Jaax, 2015; Schütz, 2016). However, there was no empirical
evidence for this circumstance yet. Recapping all the previous
developments of the eSports business, one could argue that eSports are
close to but not yet equivalent to sports. However, referring to other
sports, which are comparable in regard of their physical activity, such as
darts or chess, and to the growing general acceptance of eSports in the
sport business, eSports will likely be officially accepted as a sport and
eventually even included to the Olympic programme if it will have
established the necessary organisational structures, including a strong
umbrella organisation. Considering its potential, sport managers and

21
marketers alike should consider how they attend to eSports. It represents
gamification in its purest form and can render, thanks to its unique setting,
memorable experiences.
In contrast, Funk, Pizzo, and Baker (2017) argued for the inclusion
of organized eSports events and competitions within the sport
management domain. The researchers stated five governance challenges
to highlight why practitioners and sport academics should devote more
attention to eSports. These challenges included: (a) collegiate eSports, (b)
legal issues of eSports as sport, (c) labor issues, (d) diversity and gaming
culture and (e) who owns eSports. As a result, sport practitioners and
sport management academics should devote increased attention to
eSports and embrace its commercial, educational, and research potential.
From a governance perspective, points of concern related to eSports are
areas that sport management is equipped to address. Leveraging existing
expertise established in traditional sport can help inform current and
emerging dilemmas facing eSports stakeholders.
In other significant study, Trepte, Reinecke, and Juechems (2012)
focused on the factors to generate bridging and bonding social capital and
to establish a model that predicted offline social support by taking into
account these factors. An invitation to participate in an online survey on
eSports was posted in the news sections of the websites of the ESL
Europe and the German subdivision of the ESL. As predicted in H1,

22
physical proximity showed a significant positive relation to clan bonding
social capital and a negative relation to clan bridging social capital.
Furthermore, confirming H2, social proximity was positively related to both
clan bonding social capital and clan bridging social capital. Familiarity was
positively related to both clan bonding social capital and clan bridging
social capital, thus confirming hypothesis3. Both clan bonding social
capital and clan bridging social capital were significant predictors of offline
social support. The researchers concluded that the social proximity seems
to be the most reliable predictor of social support. Members involved in
clan-related tasks have a better chance to get in touch and thus to benefit
from other predictors of friendship formation such as familiarity.
Consequently, they were more likely to establish supportive relationships.
Kane and Spradley (2017) created a commentary where there was
a theoretical framework that was built on the concept that eSports should
be considered a sport. The first part of the paper analyzed the definition of
a sport and determined that competitive video games should apply to the
meaning. The second part of the paper discussed how the National
Collegiate Athletic Association (NCAA) recognized eSports. In addition,
the application of Title IX was applied to have eSports listed as an
emerging sport for women. The author stated that future researchers
considered issues that were discussed in the paper to help build a
foundation for additional studies. First, it needed more study eSports in

23
and for women. Second was the lack of gender identification needed
within the eSports community. The third topic that required additional
research was the comparison of eSports to MMA as a business and the
last topic that could be investigated was the definition of amateur and
professional in the eSports environment.
Familiarity
In terms of familiarity toward the research subject, Jenny,
Hushman, and Hushman (2013) investigated physical education pre-
service teachers’ perceptions of Motion-based Video Games (MBVG). A
mixed-methods research design using qualitative open response
questions and a quantitative were employed. Quantitatively, this study
used the Likert scale questionnaire and survey to assist in determining
perceptions of usefulness of MBVG in physical education. The results
perceived that: (a) MBVGs are fun and enjoyable and would increase
student motivation, (b) MBVGs are a way to increase student physical
activity, and (c) MBVGs do not always mirror the same fundamental
concepts or motor movements of the actual sport. In addition, the amount
of time spent playing video games increased the perception of the
usefulness of MBVGs in physical education.
In like manner, Sugishita's (2015) study has shown how eSports is
understood on college and university campuses, specifically within the

24
admissions office of private institutions. A survey administered was
comprised of 22 questions requesting information concerning the
respondents’ video game participation habits, familiarity with eSports in
general and its use on college and university campuses, likeliness of
implementing an eSports program at the respective institution, as well as
selected demographic information. As a result, one of the primary
examinations of the survey was investigating the familiarity levels of
participants as it was related to professional and collegiate eSports
competitions, leagues, and associations. For professional eSports
knowledge, 15 (51.7%) of the respondents noted ‘no familiarity’. Similarly,
19 (65.5%) indicated no familiarity with collegiate eSports. It is interesting
to note that only two of the respondents were even moderately familiar
with eSports. The data provided a clear indication that the overall
admission officers’ knowledge and familiarity as it was related to eSports
at a professional and collegiate level are low based from the information
gathered from the respondents.
Looking at other significant variables like age subgroup, country of
residence, and gender and the distribution of Internet addiction acriss age
subgroups, Karacic & Oreskovic (2017) clarified the possible differences in
the purpose of Internet use among adolescents with respect cited
variables. Likewise, this study attempted to determine the relationship
between the purpose of Internet use and age and if this interaction
25
influences the level of addiction to the Internet. Study participants were
11- to 18-year-old students who attended regular public schools. They
comprised a simple random representative sample of. Participants were
asked to appraise whether they use the Internet more often for
entertainment or educational purposes
Internet addiction may be expressed as normal, moderate and
serious addiction. Male participants contributed most for using the internet
for entertainment purposes in correlation between the age of adolescents
and internet addiction, followed by the adolescents whose age ranges
from 15-16 who had the highest internet addiction level and used the
internet for school whilst the youngest age group who only used internet
for school purposes were found to have the lowest level of internet
addiction. Furthermore, the level of internet addiction had no effect to the
internet’s purpose. Age was a significant predictor in the level of internet
addiction between the interaction of internet usage and age.
In a more scholastic point of view of online games, Panagiotou and
Prentzas (2011) reflected on digital technologies which could create a new
environment for education. The aim of this paper was to explore how the
mainstream games could be used both in formal and informal educational
contexts. The results showed that participants who indicated that they
played video games had significantly lower GPAs than participants who
indicated that they did not play video games. There were no significant
26
correlations concerning the effects of the amount of time spent playing
games on GPA, or gaming mode on GPA. Overall, the present study
found that those individuals who indicated that they did play video games
had significantly lower GPAs than students who indicated that they did not
play video games. This finding was consistent with that of Anand (2007),
Wack and Tantleff-Dunn (2009), who saw a decrease in academic
performance in individuals who engaged in video game play.
From classroom instructions to the societal functions of functions,
Khoo (2012) stated that the appropriate use of social networking, eSports
and the internet were topical issues that were manifested in today’s
society. Undoubtedly, tradition is an important part of our culture, and
learning from the past is one of the foundations of human civilization.
However, progress is inevitable, and adhering to traditional values or
perceptions without compelling reason is both imprudent and illogical. We
concluded that violent video game use has an effect on aggression. This
effect was manifested both as an increase in negative outcomes such as
aggressive behavior, cognitions, and affect and as a decrease in positive
outcomes such as prosaically behavior, empathy, and sensitivity to
aggression. The impact of exposure to violent video game use few of the
research studies with children, adolescents, or adults included ethnically
diverse on aggressive outcomes was robust.

27
A study of Blocker, Wright and Boot, (2014) explained how to better
understand the types of games older adults are willing to play and their
predictors of game preference (e.g., gender, age, technology experience,
personality). Four hundred (400) surveys distributed to individuals 55
years of age or older. Gamer status was used to figure out whether a
participant played digital games or not.
Interesting trends proposed that several demographic and
personality variables, despite the observed similarities of the participants
with and without previous digital game experiences wherein older adults
prefer puzzles and intellectually stimulating games than massive
multiplayer online games and first-person shooters, might be a predictive
of game preference. With the collected data, custom-tailored games for
older adults is preferable to the individuals creating effective interventions
that aids to achieve and maintain healthy cognition thus, fostering
functional independence for older adults. With that being said, with this
information, digital games may use this to allow older adults to reward
themselves with the rich entertainment experiences that digital games
offer, other than improving cognition.
Olshefski (2015) presented how a preliminary corpus was created
from broadcast speech from a professional game of the eSports Counter-
Strike: Global Offensive (CS:GO). Event subtype definitions were modified
for further annotation to detect a wider range of game-changing events

28
otherwise not defined by ACE. The phenomenon of eSports (electronic
sports, or competitive video gaming) was relatively new but had quickly
become a global sensation. Despite the popularity, growth, and cultural
impact of eSports, few studies examined the nature of eSports.
Furthermore, no linguistic studies of eSports existed due to the lack of
eSports as a genre in corpora. The first step in the approach to detecting
game changing events in an eSports corpus began with choosing an
eSports (CS:GO) and creating a corpus from the speech of professional
CS:GO broadcasters. Annotators were chosen based on knowledge of the
eSports, and event definitions and modifications were made to better
detect game-changing events.
eSports
Lee and Schoenstedt (2011) explored the relatively new
phenomenon of eSports gaming by focusing on both motivational and
behavioral patterns of eSports consumption to determine whether eSports
consumption could stand alone as a distinct market or whether it was
similar or complimented traditional sports consumption. A significant
percentage of gamers were teenagers with 35% of gamers under 18 years
old. Forty-three percent of gamers were in the 18-49 year old age bracket
and 19% were over 50 years. The sample consisted of 82.9% male and
16.1% female participants (1% missing). The survey instrument was

29
borrowed from Lee, Cheon, Judge, Shin, and Kim’s (2010) study and
included the use of existing scales from Kim and Ross (2006) and Sherry,
Lucas, Greenberg and Lachlan (2006). The overall results of regression
analysis showed that there was a personal and social element to game
playing and that the specific features of a game positively influenced an
individual’s interest in eSports game playing. Clearly, the result of this
study highlighted that skill building for actual playing of sport inversely
motivates eSports gamers and thus would not be a strong impact for
behavior at which to target marketing dollars.
The study of Jenny and Schary (2015) examined the similarities
and differences between MBVGs and “real-life” wall/rock climbing
environments – particularly a comparison of motor movements and
fundamental concepts within each. A mixed-methods pre/post multi-phase
intervention design with two randomized groups were utilized. Participants
included a criterion-based convenience sample of 24 participants. The 24-
question internet survey included 18 ten-point Likert scale items and six
open-response questions focusing on the participants’ perceptions of the
MBVG’s ability to simulate “real-life” wall/rock climbing. Qualitative results
indicated that the participants perceived MBVGs and “real-life” wall/rock
climbing were similar concerning climbing tactics/strategies and arm
movements, but were different regarding effort and leg, finger/grip, and
jumping movements.
30
Also, Curley and Nausha (2016) identified the challenges and best
practices for video game developers and publishers working with
grassroots eSports (“electronic sports”) communities and was primarily
concerned with the latter group and aims to identify the challenges they
face through extensive research and expert interviews Through a
comprehensive literature review followed by interviews with experts in
various areas of the eSports value chain, the researcher sought to identify
the key risk points, challenges, and best practices for developers and
publishers supporting the grassroots communities surrounding their titles.
According to Jenny, Schary, Noble, and Hamill (2017) video
games, internet based streaming and in-person gaming has improved
over the years. Competitions are widely held in the countries of Europe,
Asia, and the United States. ESports venues and facilities had increasing
demand over the years but a lot of venues that are used for other
professional sport are now used to host eSports competitions. The study
briefly described the development of eSports as well as examined the
current trends in eSports spectator consumption. Adaptation of facilities to
changing environments and the draw for hosting eSports events were
measured using the Open Systems theory. The results showed that there
is a great deal in generating revenue when hosting and conducting
eSports events because of the steadily growing popularity over the
masses of eSports. There is great need for eSports researchers and

31
experts so that outside companies to gain the insight for success and
quality eSports events and venues. Adaptation coming from facility
managers is needed to the changing environment caused by the growth of
the eSports market.
Looking back again at the differences between the traditional sports
and eSports, Pizzo et al., (2018) gave a clear understanding on how
eSports were operated in comparison with traditional sport which turned to
be crucial to develop marketing strategies for the eSports community and
industry and further academic research on eSports. The study measured
widely-used sport consumption motives and what influences affect
eSports. Spectators’ motives were used and measured across one
traditional sport and 2 eSports games. The results showed that 11 out of
15 motives were identified using the MANOVA type of data analysis. The
study showed that there is a significant difference between situations that
included vicarious achievement, excitement, physical attractiveness, and
family bonding. The study demonstrated that eSports and traditional sport
were similarly consumed. The overall results showed that eSports could
be marketed the same way as traditional sport because of the high degree
in spectator motives in both traditional sports and eSports, but noticeable
motives influenced the behavioral outcome of game attendance frequency
for spectators of each sport event. The study advanced the discussion on
eSports and traditional sport, highlighting the components of traditional

32
sport like (e.g. physical skill of athletes) still served as motives for eSports
consumption.
Seo (2016) focused on examining the unique elements of eSports'
social world that make it attractive for consumers to embark on a
professionalized career, to explore why consumers might want to pursue
a professionalized career in eSports, and to detail how consumers
transform themselves in order to acquire a professionalized gamer
identity. At the first stage, several non-participant observations were
conducted at real-world eSports tournaments. At the second stage, ten
semi-structured phenomenological interviews were conducted with several
self-identified professionalized gamers. A semi-structured approach was
used during the interviews, which consisted of broad guidance questions
to open and facilitate discussion (McCracken, 1988).
In this study too, the researcher found that the elements of the
eSports ethos imbued computer games with a particular social meaning,
whereby their consumption became not merely a form of casual leisure or
work, but a symbolic expression of competitiveness, fairness, respect to
others, and self-improvement. The findings, therefore, conformed to Mick
and Buhl's (1992: 318) view that life projects were inclusive of “community
and career.” However, professional work careers, which consumers
depended on for their financial needs, might be pursued by these
consumers even if such careers offer unstainable identity projects

33
(Parmentier & Fischer, 2011). Contrary to them, professionalized
consumers investigated in the study exercise more freedom to regress or
even abandon their career trajectories if they found them conflicting with
other important aspects of their life.
In support, Quarterly (2017) compared spectator motives for
attending traditional sport and eSports contests. In each setting, a team of
research assistants collected data from spectators using pen-and-paper
surveys. Holistically, the results demonstrated that traditional sport and
eSports spectators have similar sport consumption motives, though
spectators from each event context exhibited distinct sets of motives
predicting game attendance frequency.
Veltri et. al.(2014) systematically documented a report on gender
differences in varied aspects of gaming is the purpose of the study
wherein a finalized sample of 47 articles published between the years
2004 and 2014 reported or discussed the gender differences in online
gaming which we were interested in. These articled were revised
comprehensively to gender-relevant insights.
From the results, domination of male players in gaming continues
as they play games earlier in life, spend time in playing more frequently
and are more motivated to play. On the contrary, 46% of women
participate in the growing world of games as shown in recent statistics as
the most frequently purchasers of video games in 2013 (Entertainment

34
Software Association 2013). Men and women preferred different types of
games when engaging in various activities while gaming. The results
showed that skills in gaming differ in both genders that might discourage
women from participating.
Capurro, Hausmanninger and Weil (2005) stated that e-games are a
dramatically expanding dimension of contemporary exploitations of
computing and computer network technologies, one that, thus far, has
evoked much more heat among parents and politicians than light in the
form of serious scholarly and philosophical analysis. Individually argued
that e-games have deserved such analysis in part because of their
intrinsic philosophical interest, the character of gameplay, and most
especially, of ethics. Personally, it further suggested that such analyses
exemplified by the articles collected here might also contribute to resolving
the larger social and political debates evoked by e-games. But eSports is
not there yet, despite its fast development. Still, the characteristics may be
altered or become obsolete, and additional qualities might be added in the
future. In conclusion, the concept of sport would always be undergoing
progress.
Regardless of the term used, Jenny et. al. (2017) emphasized that
eSports is now becoming more accepted as sport and gamers are being
identified as athletes within society today. eSports have even infiltrated
higher education in the form of an intercollegiate athletic sport, as two

35
university athletic departments have made eSports an official varsity sport
where scholarships are provided to collegiate eSports athletes. Thus, the
inter-twining of eSports and university athletics brought into question
whether eSports should be considered sport by broader society. This
article provided a brief history of eSports, a further developed definition of
eSports, and a comparison of eSports to traditional philosophical and
sociological definitions of a sport. The purpose of this article was to
provoke thought on the academically accepted definitions of sport and
debate whether eSports should be considered a sport. Attention was given
to the following components of sport: play, organization, competition, skill,
physicality, broad following, and institutionalization.

36
CHAPTER 3
RESEARCH METHODOLOGY
This chapter discusses the research design, subjects and study
sites, data measurement or instrumentation, data gathering procedure,
ethical consideration and data analysis used in the analysis and
interpretation of data.
Research Design
A descriptive design was used in this study to determine whether
familiarity and perceived social support are significantly correlated to the
social support that eSports Athletes received.
According to Stangor (2010), descriptive research is a research
designed to provide a snapshot of the current state of affairs. It provides a
relatively complete picture of what is occurring at a given time. Also, it
allows the development of questions for further study but does not assess
relationships among variables.
Subjects and Study Site
The researchers used the non-probability purposive sampling
technique. According to Lavrakas (2008), nonprobability sampling does
not attempt to select a random sample from the population of interest.
Rather, subjective methods are used to decide which elements are

37
included in the sample. Purposive sampling also known as judgmental
sampling or expert sampling produces a sample that can be considered
“representative” of the population, often accomplished by applying expert
knowledge of the population.
A total of one hundred sixty (160) student-athletes of volleyball and
football’s men’s and women’s senior division from the eight UAAP schools
participated in this study. These include National University, University of
the Philippines, University of the East, De La Salle University, University of
Santo Thomas, Ateneo De Manila University, Far Eastern University, and
Adamson University. The researchers picked 20 student-athletes from
each of the schools to take the survey.
The study was conducted inside the campuses of nearby
universities while online survey was done for farther universities.
With the limited studies conducted about the familiarity and the
perceived social support of student athletes regarding eSports here in
Manila, the researcher believed that it is essential to conduct this survey to
gather substantial data and information in order to give positive insights
about eSports and its community.

38
Data Measurement or Instrumentation
The instruments of the study were comprised of three parts (1)
Demographic Profile, (2) Familiarity Questionnaire, and (3) Perceived
Social Support Questionnaire.
For the instruments used for Familiarity and Demographic Profile,
the survey instruments were borrowed from Sugishita’s (2015) study
Campus Knowledge of eSports. It included the Likert Scale that indicated
the respondent’s level of agreement or disagreement on a series of
statements. The survey was comprised of 22 questions requesting
information concerning the respondents’ video game participation habits,
familiarity with eSports in general and its use on college and university
campuses, likeliness of implementing of eSports program at the respective
institution, as well as selected demographic information (gender, age, job
title, etc.).
For the Perceived Social Support, questions were borrowed from
Kristen Dieffenbach’s Perceived Social Support Systems during Athletic
Injury Recovery in Collegiate Club Sport Athletes Questionnaire. To adapt
the level of the research subjects in relation to the research goals, this
borrowed instrument were modified by the researchers.
Kristen Dieffenbach’s instrument was a questionnaire based on the
Social Support Survey-Clinical Form (SSS-C) developed by Richman et al.
(1993) and later used by Henert (2000). Modifications were made by

39
Kestner (2006) for the purpose of her research and those changes to the
questionnaires were used for this study. The changes were minor
including the removal of the first question which asked the list of specific
individuals who provided that type of support and in place of that was a list
of people that the participants ranked in order of importance for each type
of support. The questionnaire examined the types of social support that
each athlete perceived and who provided the support. It was administered
to the athlete during their first week of rehabilitation.
The questionnaires used were checked by two experts and these
were modified and validated.
Data Gathering Procedure
INITIAL PHASE:
Send letter of consent to Director and Administrations of selected schools
WORKING PHASE:
Gather data of student athletes through survey questionnaire
TERMINATION PHASE:
Analyzing the results and getting feedback
Figure 2
Data Gathering Procedure
40
During the initial phase, letters were sent to the Director and
Administrations of different participating schools to seek approval for the
conducting the study. Upon their approval, the letters of consent were
distributed to the respondents. Receiving positive response through their
consent and approval, the researchers distributed the set of
questionnaires. In some cases, like the University of the Philippines and
De La Salle University which are farther from a geographical proximity of
other universities, the researchers have prepared an online survey
containing the letter of consent and the survey were distributed online.
After gathering the questionnaires, the data gathered was encoded and
analyzed for interpretation.
Ethical Considerations
Research ethics provides guidelines for the responsible conduct of
research. In addition, it educates and monitors scientists conducting
research to ensure a high ethical standard. In this study, the researchers
sustain the following ethical practices to preserve the integrity of the
paper:
Risks. The researchers made sure that the chosen respondents
may decline to answer any or all questions and she/he may terminate her
involvement at any time they choose. An extension of respect to the

41
respondents’ decision towards the extent of their involvement was highly
observed.
Benefits. The researchers clarified that there would be no direct
benefit for the respondents’ participation in this study. However, the
researchers hoped that the information obtained from the study may
inform eSports athletes about the current situation and the familiarity of
the student-athletes towards eSports.
Confidentiality. Data gathered was made anonymous. Any and all
personal information they provided were not released to unqualified
personnel. The answers gathered undergo analysis as part of a group,
along with other participants.
Voluntary Participation. The respondents’ participation was
voluntary. It was up to them to decide whether or not to take part in this
study. Student-athletes who decided to take part in this study were asked
to sign a consent form.
Costs to Subject. There were no costs involved to the
respondents’ for their participation in the study.
Compensation. There was no monetary compensation for the
respondents’ participation in this study.
Honesty. The researchers honestly reported the data, results,
methods, procedures, and publication status. It was not fabricated,
falsified, or misrepresented the data.

42
Respect for Intellectual Property. The researchers did not use
unpublished data, methods, or results without permission. Researchers
gave credit where credit is due and never plagiarized in any form.
Data Analysis
The researchers used the following common statistical tools in the
study;
Percentage is any proportion or share in relation to a whole. In this
study, it was used to determine the percentage usually for respondents’
data on profile.
Mean refers to the average that is used to derive the central
tendency of the data in question. It was used to determine the mean
responses of the respondents in the statements in the questionnaire.

43
Pearson Correlation is used to find the degree of the association
of two sets of variables, X and Y or to test the significant relationship
between two variables
Standard Deviation is a measure that is used to quantify the
amount of variation or dispersion of a set of data value.

44
CHAPTER 4
PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA
This chapter provides data gathered, statistical analysis and their
corresponding interpretations. This study aimed to determine the
familiarity and social support of student athletes towards eSports in
Manila.
1. Demographic profile of the Respondents
Table 1
Frequency and percentage of event, age, and gender
Event Freq % Gender Freq %

Football 92 57.5% Male 76 47.5%
Volleyball 67 41.875% Female 84 52.5%
Others 1 0.625% Total 160 100%
Total 160 100%
Age Freq %
16-17 16 10%
18-20 110 68.75%
21 and above 32 20%
Unknown 2 1.25%
Total 160 100%
Table 1 show that most of the respondents came from the football
teams of the various universities, showing a frequency of 92 out of 160
student athletes and having a percentage of 57.5%. Most of the

45
respondents were from the age bracket of 18-20 years old having a
frequency of 110 and a percentage of 68.75%. Most of the respondents
were female having a frequency of 84 out of the 160 respondents and a
percentage of 52.5%.
2. Perception of the respondents with eSports according to:
A. Familiarity
Table 2
Mean and Standard Deviation of Familiarity
Questions Mean SD
4.76 1.19
1. I am familiar with computer games.
2. I am familiar with the genres of 4.23 1.25
computer games (eSports) (mmorpg,
battle royale, moba,etc.)
3. I am familiar with professional 3.94 1.39
computer gaming (eSports)
competitions
4. I am familiar with the issues of online 3.89 1.39
gambling in computer games (eSports)
5. I am familiar with the incentives and 3.98 1.50
prizes in computer games on a
professional and amateur setting
(eSports)
6. I am familiar with eSports clubs at my 3.27 1.56
campus.
General Weighted Mean 4.01 1.38

α = 0.05
Table 2 displays the mean scores and standard deviation for
familiarity. The table shows the familiarity with the highest mean score
which is “I am familiar with computer games” (4.76), and the lowest mean
score is “I am familiar with eSports clubs at my campus” (3.26).

46
Sugishita (2015) stated that it was not surprising to see that
Knowledge on eSports programs and clubs are extremely low for older
people. She also stated that the reason why eSports program or clubs
were not recognized or supported on institutions because of scholarship
concerns. Some of the concerns entailed not being able to provide athletic
scholarships or only being able to provide merit-based scholarships for
academics. Additionally, if particular institutions had leeway to provide
financial aid, Sugishita (2015) further stated that the respondents indicated
the money would likely be spent elsewhere.
With what Sugishita (2015) stated, it is also the same with the
respondents’ knowledge and familiarity about eSports club within their
campus (if there is) it is relatively low even if the respondents age bracket
is younger and is more engaged with computer games and eSports. But
with the popularity of computer games/eSports and with this digital age, it
is undeniably true that all are familiar with computer games.

47
B. Perceived Social Support
Table 3
Mean and Standard Deviation of Perceived Social Support
Questions Mean SD
7. I can provide listening support to 4.45 1.15

eSports athletes/ community
8. I can provide emotional support to 4.48 1.12
eSports athlete’s community
9. I can provide reality confirmation to 4.20 1.10
eSports athlete/ community
10. I can provide tangible assistance to 3.86 1.29
11. I can provide personal assistance to 3.90 1.28
12. It is important to provide listening 4.71 0.98
support to the eSports athlete/
community
13. It is important to provide emotional 4.73 0.93
support to the eSports athlete/
community
14. It is important to provide reality 4.74 0.88
confirmation to the eSports athlete/
community
15. It is important to provide tangible 4.51 0.90
assistance to eSports athlete/
community
16. It is important to provide personal 4.62 1.09
assistance to the eSports athlete/
community
General Weighted Mean 4.42 1.07

α = 0.05
Table 3 displays the mean scores and standard deviation for
perceived social support. The table shows the perceived social support
with the top two (2) highest mean scores which are “It is important to
provide reality confirmation to the eSports athlete/ community” (4.74) and
“It is important to provide emotional support to the eSports athlete/

48
community” (4.72). The lowest mean score is “I can provide tangible
assistance to eSports athlete/ community” (3.86).
According to Kim et al., (2013), Emotional support, deals with the
emotional properties of personal life, including communicating empathy,
caring, reassurance and trust, and allows an opportunity for expressing
emotions and venting (Cohen, 2004; Cohen & Wills, 1985
According to Bangerter et al., (2015), there are different forms of
support: the nontangible and tangible form of support. The previous is
more favourable to give than tangible support. Nontangible forms of
support are more frequent e.g. advice and emotional support are not
necessarily limited by available physical or material resources than
tangible forms of support e.g. practical and financial assistance are finite.
According to Rosenfeld & Richman (1997), effective reality
confirmation support, for example, can help ensure team members
interact and share perceptions of the team, which, in turn, should increase
team members’ agreement on their mutual goals and the organizational
structure necessary to achieve success. Further, this should enhance the
development of a unified group commitment.
There are existing similarities between a student-athlete and eSports
athlete, denominator would be both are athletes with their own specialty of
fields, and it would be likely for the student athletes to give reality
confirmation and emotional support to eSports athletes because they

49
empathize or experiences the same situation as them. Although, there is
still a limit with the support they can give in terms of tangible support like
financial and other practical things.
3. Significant difference in the familiarity and social support on
eSports according to:
A. Age
Table 4
Regression Value of Familiarity and Perceived Social Support
according to Age
Significant Difference R P Decision Remarks
Familiarity .329 .000 Reject Ho Significant
Perceived Social Support .211 .029 Reject Ho Significant
As shown in Table 4 the regression value in familiarity when it
comes to age is .329 and the p-value is .000 which shows a strong
rejection to the null hypothesis and shows that there is a significant
difference in the familiarity of the student athletes towards eSports
according to age. For perceived social support, Table 4 shows that the
regression value of perceived social support is .211 and the p-value is
0.029 indicating that there is a significant difference in perceived social
support of the student athletes towards eSports according to age.

50
According to Karacic and Oreskovic (2017), adolescents are
inclined to the internet as their structure of release which leads to
addiction. New technological techniques of communication offering
interactions while providing anonymity, belongingness to a community and
social acceptability attracts adolescents. People play distinctive roles in
online games, enabling young adults in obtaining social support
unavailable in real life and meet variety of emotional needs as a report by
many researchers.
According to Blocker et al. (2014), though digital game
interventions are promising, they may be challenging to implement to
address age-related cognitive decline. Like all technology, successful use
and acceptance of digital gaming technology may be challenging for older
adults, as learning to use these devices requires cognitive abilities that
decline with age 20. Game and game system design that does not take
into account the preferences and abilities of older gamers may contribute
to low digital game adoption rates, disinterest in gaming, and poor
intervention adherence21. Unfortunately, despite potential benefits to
cognition described above, older adult populations are generally not
targeted audiences when it comes to the designing of digital games.
Age is a significant predictor of how an individual, consume and
spend hours for computer games. Adolescents to be specific is most likely
to be the majority players of computer gaming. Student-athletes, as the

51
representative for the study, show no difference with the common
knowledge of the general community of adolescents. Also, the results
showed that the participants who ages 18-20 have the highest familiarity
and social support towards eSports community which means their
participation in computer gaming is high maybe because they already
experienced competitive computer gaming or eSports as casual players
indicating eSports as their hobby or they are mostly in direct contact with
someone who is involved in this online game. This proved that people at
this age belong to the computer generation. Whilst younger age shows
lower results for familiarity and social support towards eSports as they are
more focused in using computer for school related activity. Meanwhile
older age is only second to have the most familiarity and social support for
eSport as their interest declines when they are getting older. There is a
correlation between the age of adolescents and computer gaming.
B. Gender
Table 5
According to Gender
Significant Difference Mean P Decision Remarks
M F
Familiarity 4.52 3.56 .000 Reject Ho Significant
Perceived Social Support 4.55 4.30 .050 Reject Ho Significant

52
For table 5, the mean value was divided between male (M) and
female (F). The familiarity of student athletes towards eSports according
to gender shows that for the male the mean value is 4.52 and the female
mean value 3.56 and a p-value of .000 showing that there is a significant
difference of familiarity according to gender. For perceived social support
the mean value of male is 4.55 and for female 4.30 and a p-value of .050
showing that there is a significant difference in the perceived social
support that student athletes are giving toward eSports.
Computer gaming is attractive to both men and women. But from
the results, familiarity and perceived social support of male respondents is
higher than the female respondents more likely because traditionally,
gaming in all forms is dominated by male. Results from the study of Veltri,
Krasnova and Bern, (2014) about the differences of men and women in
terms of online gaming explained that male players starts playing games
in their early life that leads to having more motivation in spending more
time playing that continues in dominating the gaming platform. Persistent
gaming perceptions as male domain are seen as sexist and has hostile
environment wherein games are seen as one reason for this trend.
However, participation of females in gaming continues to recent statistics
that shows 46% of women in 2013 are frequent purchasers of video
games (Entertainment Software Association, 2013).

53
From the perspectives of student-athletes in relation to gender,
both have shown high familiarity with computer games as it is widely
accepted and played by everyone depends on the interest of an individual.
Although the results have shown a slight difference between the social
support from the male student-athletes and female student athletes, male
student-athletes are more likely to provide social support towards eSports
community as they are more involved in computer gaming and they are
also frequent user of computer games. Also, several studies explains how
computer games and eSports tournaments are more favored by men,
while female participants/audiences can be rarely seen, because women
ought to be more a social type of person than men, but with the present
era, women are also making scenes in the eSports world.
C. University
Table 6
According to University
Significant Difference F P Decision Remarks
Familiarity 3.025 .008 Reject Ho Significant
Perceived Social Support 2.032 .065 Accept Ho Not Significant
The result of Table 6 shows that there is a significant difference of
familiarity of student athletes towards eSports according to the University

54
they are currently attending. The f-value of familiarity is 3.025 and p-value
is .008; therefore rejecting the null hypothesis. For perceived social
support, it is shown that there is no significant difference that student
athletes give toward eSports according to the University they are currently
attending. The result shows the f-value of 2.032 and a p-value of .065;
therefore accepting the null hypothesis.
According to Sugishita (2015), the knowledge and familiarity at a
professional and collegiate level to eSports are low although the possibility
of implementing eSports program in universities is being considered by
the admissions personnel. Co-curricular activities will remain or increase
the importance in the years to come in belief of the administrators which
indicate that they see ‘other’ activities such as eSports when recruiting
students is valued.
From the results, there is a common knowledge about computer
gaming among student-athletes regardless from which university they
come from showing a greater chance of giving social support to the
eSports community. Contrary to the high percentage of social support that
can be perceived from the student-athletes, the results for their familiarity
with the competitive gaming which is called the eSports is relatively low.
Different factors that were considered consist of the following: their
university does not have eSports team, they lack knowledge about the in-
55
depth gaming or the proper name to call for tournaments with pool prizes
which is called eSports.

56
CHAPTER 5
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary, conclusion, and
recommendations of the study on the familiarity and perceived social
support of student athletes towards eSports.
Summary
The main goal of this study is to determine the familiarity and
perceived social support of student-athletes in Manila towards eSports.
Specifically, the research seeks to answer the following questions.
1. What is the demographic profile of the respondents in terms of:
a. age, and
b. gender?
2. What is the perception of the respondents on:
a. the familiarity with eSports, and
b. the social support?
3. Is there a significant difference in the familiarity and social support on
eSports when respondents are grouped according to:
a. age;
b. gender, and
c. university?
57
The researchers used a descriptive design to determine whether
familiarity and perceived social support are significantly correlated for the
social support that eSports Athletes received. The researchers used the
non-probability purposive sampling technique. A total of one hundred sixty
(160) student-athletes from volleyball and football’s men’s and women’s
senior division from the eight UAAP schools were the respondents. The
researchers employed the percentage, mean, standard deviation, and
Pearson correlation for the statistical methods.
The following are the findings of the study:
1. For the sports event, 57.5% of respondents are from the football
team, while the 41.87% are from the Volleyball team. One (1)
respondent did not mention its event. Student-athlete respondents
are of ages 16-22, majority are from the age bracket 18-20.
(68.75%). The majority of the respondents are Female (52.5%)
2. For the Perception of the student-athletes on Familiarity, the
general weighted mean is 4.01. For the perception of student-
athletes on Perceived social support, the general weighted mean is
4.42.
3. There is a significant difference in the familiarity and Perceived
social support of the student-athletes towards eSports according to
age. There is a significant difference in the familiarity and Perceived
social support of student-athletes according to gender. There is a

58
significant difference in the familiarity and perceived social support
of student-athletes towards eSports according to the University they
are currently attending
Conclusions
Based on the findings generated in this study, the following
conclusions have been formulated:
1. Familiarity of student athletes does not differ with their age and
gender likewise from what university they come from.
2. Perceived social support of student athletes does not differ with
their age and gender.
3. Perceived social support of student athletes towards eSport does
not differ from what university they come from.
4. The familiarity and perceived social support of male respondents
towards eSports are higher than the female respondents.
5. There is a significant difference between the familiarity of student
athletes towards eSports and the perceived social support they are
willing to give towards eSports according to gender and age
6. There is no significant difference to the perceived social support
that student athletes are willing to give towards eSports according
to their respective universities.

59
7. There is a significant difference to the familiarity of student athletes
towards eSports according to their respective universities.
8. There were a high percentage of student athletes who are familiar
with computer games and eSports and the prizes and incentives in
eSports competition both in amateur and professional setting.
9. There were a low percentage of student athletes who are aware of
online gambling thru eSports aware/familiar with eSports clubs in
their university/campus.
10. As the age increases, the familiarity towards eSports also
increases.
11. The results show that the tangible support is low with the female
respondents because intangible support is available to everyone
and does not involve material needs.
12. The familiarity of Student Athletes towards eSports club in their
campus is low but the perceived social support in terms of tangible
support that they are willing to give is high.
Recommendations
Based on the conclusions drawn from the findings of this study,
the following recommendations have been made:

60
1. E-sports as a growing community must be supported and
acknowledged by universities because there is a considerable
number of students who can probably represent the school in
various professional or competitive computer games.
2. Student-athletes who are especially playing online games should
also be aware and informed of gambling issues in playing online
games.
3. Further study about the following shall be conducted to further
enrich inputs of eSports:
a. the motives and characteristics of e-Sports fans across various
types of games;
b. the current perception of e-Sports “sport” status and then track
potential changes as the industry matures and develops a
greater following among a variety of constituents;
c. the effects of playing E-sports;
d. the physical fitness of e-sports athletes and its effect on the
performance of e-sports athletes;
e. training camps or programs of e-sports athletes; and
f. similar study among NCAA schools, focusing on dual/individual
sports, institutions outside manila, and a larger number of
respondents.
61
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65
APPENDICES
Appendix A - Instruments
A1- Questionnaire
66

67

68
A2 - Sample Answered Validation tool

69
A3 - Sample Answered Questionnaire

70

71

72
Appendix B- Certifications
Appendix
Certification from English Editor
This is to certify that I have reviewed, corrected and validated the contents of this
thesis entitled:
E-SPORTS: THE PERCEIVED SOCIAL SUPPORT AND FAMILIARITY OF

Prepared by

CARIGA, Jaffary B.
and have found it complete and satisfactory with respect to grammar / composition and
content.
JULAND D. SALAYO, LPT, MEM

Evaluator / English Editor
December 2018
73
Appendix
Certification from Statistician
This is to certify that the Institute for Data and Statistical Analysis have reviewed,
corrected and validated the contents of this thesis entitled:
E-SPORTS: THE PERCEIVED SOCIAL SUPPORT AND FAMILIARITY OF

Prepared by

CARIGA, Jaffary B.
and have found it complete and satisfactory with respect to statistical treatment and
analysis.
Assoc. Prof. Analin E. Porto, Dr. E.M., LPT, RMT

Statistician
December 2018
74
APPENDIX C - Letters of Communication
C1 – Letter to Validator
75
C2 – Letter of Approval to conduct study

76
C - Documentation - Data Gathering Pictures
Student- athletes from Adamson University answering the

questionnaire
77
Student- athletes from Far Eastern

78
CURRICULUM VITAE
KENA KENESHA D. BRAVO

#799 Sta.Fe street Nancamaliran East Urdaneta City,
Pangasinan.
Mobile: 09178878038
kenakenesha@yahoo.com.ph
PERSONAL DATA
Date of Birth: January 03, 1999
Place of Birth: Dagupan City
Civil Status: Single
Citizenship: Filipino
Religion Roman Catholic
Father’s Name: Jeremias M. Bravo
Mother’s Name: Marita M. Bravo
EDUCATIONAL BACKGROUND
Primary Mother Goose Special School System Inc.

Bayaoas Street Urdaneta City, Pangasinan
2005-2011
Secondary Urdaneta City National Highschool

San Vicente West Urdaneta City, Pangasinan.
2011-2015
Tertiary University of Santo Tomas

Sampaloc, Manila
Bachelor of Physical Education
Major in Sports and Wellness Management
(2015-Present)
Organizations UST Lawn Tennis Team

Member
September 2015 – Present
79
CURRICULUM VITAE
MART CLARENCE M. CABAHUG

Purok 7. Dimaporo st. Poblacion, Baroy Lanao del Norte
Mobile: 09560585204
Email: cabahug_clarence@yahoo.com
PERSONAL DATA
Date of Birth: October 16, 1998
Place of Birth: Tubod Provincial Hospital
Religion: Roman Catholic
Primary Baroy Central Elementary School
Secondary Lanao Norte National Comprehensive High

School

Institute of Phyiscal Education and Athletics
Espanya blvd., Manila
2015-2020
Awards and 2004-2005 -Palarong Pambansa Tarlac City Double

Achievements: Silver Medalist
2005-2006 -Palarong Pambansa Dapitan City Silver
Medal
2013-2014 -National Milo Little Olympics Marikina
City Silver Medal
2014-2015 -National Milo Little Olympics
Pangasinan Bronze Medal
2015-2016- UAAP SEASON 78 ROOKIE OF THE
YEAR Lawn Tennis (Mens)
80
CURRICULUM VITAE
JOSEPH MERRILL M. CAPILI

no. 3 J&J apartments Edna street, Tarlac City, Tarlac
Mobile: 09477436950
E-mail: jcapili0603@gmail.com
PERSONAL DATA
Date of Birth: November 01, 1997
Place of Birth: USTH Sampaloc, Manila
Father’s Name: Joseph C. Capili
Mother’s Name: Melodie M. Capili
Primary Tarlac Montessori School

LA Puerta del sol hi-land Subdivision Tarlac
City, Tarlac
2004-2010
Secondary Tarlac Montessori School

La Puerta del sol hi-land Subdivision Tarlac City,
Tarlac
2010-2014

Sampaloc, Manila
Bachelor of Science in Information Technology
(2014-2015)
(2016-Present)
Organizations Red Cross Youth Council

Member
81
CURRICULUM VITAE
FAITH DANIELLE B. CAPSITRANO

062 San Marcos Street, Balian, Pangil, Laguna
Mobile: 09351292689
E-mail: faithdanielleBC@gmail.com
PERSONAL DATA
Date of Birth: August 3, 1998
Place of Birth: Balain, Pangil, Laguna
Father’s Name: Joel D. Capistrano
Mother’s Name: Helen B. Capistrano
Primary Victor O. De Guia Jr. Memorial Elementary
School
Balian, Pangil, Laguna
2005-2011
Secondary Balian National High School

Balian, Pangil, Laguna
2011-2015

Sampaloc, Manila
(2015-Present)
Organizations Youth for Christ- UST

Member
UST Swimming Team

Member
2015- Present
82
CURRICULUM VITAE
JAFFARY B. CARIGA
Emily Homes Cabantian Davao City
09568414409
Jaffarycariga@gmail.com
PERSONAL DATA
Date of Birth: February 8, 1998
Place of Birth: Davao City
Religion: Islam
Primary Buhangin Central Elementary School Davao City
Secondary Davao Jones Academy

Institute of Phyiscal Education and Athletics
Espanya blvd., Manila
2015-2020
Awards and 2013

Achievements: Palarong Pambansa Dumagute Double bronze
2014
Palarong Pambansa Laguna Double bronze
20015
Palarong Pambansa Davao Gold
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ESPORTS: THE PERCEIVED SOCIAL SUPPORT AND FAMILIARITY OF STUDENT

Thesis · December 2018

Faith Danielle Capistrano Raymond Anselmo

SEE PROFILE SEE PROFILE

Joseph Merrill Capili

The user has requested enhancement of the downloaded file.

ESPORTS: THE PERCEIVED SOCIAL SUPPORT AND FAMILIARITY OF

Asst. Prof. Raymond M. Anselmo

We would like to express our appreciation and gratitude to the

To our thesis adviser, Asst. Prof. Raymond M. Anselmo for his

To Ms. Samantha Grace Galang for assisting us in finding the

To our thesis panelist namely: Assoc. Prof. Analin E. Porto, Dr.

To Ms. Maxin B. Laurel, MA and Ms. Karen Katrina Trinidad, Sports

To Mr. Juland D. Salayo, Lpt, MEM for reviewing, correcting and

To all the UAAP schools that participated in this study specifically

To our family, friends, and co-researchers in providing us the

ESPORTS: THE PERCEIVED SOCIAL SUPPORT AND FAMILIARITY OF

Kena Kenesha D. Bravo1, Mart Clarence M. Cabahug1, Joseph Merrill M. Capili1,

Background: Electronic sports or eSports are organized competitive

Chapter 1 THE PROBLEM AND ITS BACKGROUND Page

Chapter 2 REVIEW OF RELATED LITERATURE

Chapter 3 RESEARCH METHODOLOGY

Chapter 4 PRESENTATION, INTERPRETATION AND

Chapter 5 SUMMARY, CONCLUSION, AND

UST – INSTITUTE OF PHYSICAL EDUCATION AND ATHLETICS

Introduction and Background of the Study

eSports are organized video games which have become a

worldwide sensation, otherwise known as a phenomenon that provides

space to a fundamental element in today's popular digital youth culture.

While the study of computer games, in general, has gained acceptance

and support in the academic world especially as a means of instructions,

the scientific investigation of computer gaming as a source of learning,

also called as eSports, is still on its way towards familiarity to people.

According to Zhouxiang (2016), the term eSports refers to

‘competitive tournaments of video games, especially among professional

gamers. Hence, these eSports require skills, strategies, tactics,

concentration, communication, coordination, teamwork, and intensive

training similar to traditional competitive sports. In addition, Snavely

(2014) stated that the eSports system represents a unique manifestation

of traditional sport development through a digital medium. The evolution of

video games from coin-operated arcade games to team-based objective

games introduced new elements of competition which increase the

potential for skill development and mastery.

UST – INSTITUTE OF PHYSICAL EDUCATION AND ATHLETICS

Since the birth of eSports in the 1980's up to the present, the

activity in a negative manner (Snavely, 2014).

In this sense, computer gaming is accepted as a mere leisure

been developed from a mere “pustahan” (betting) to official tournaments

resulting players to even enhance their skills as they measure and

organizations have developed competing systems to handle these players

and make it possible for them to compete. These competitions are,

Sport’ or ‘eSports’. In fact, eSports is considered as an official sport in

Denmark, eSports is considered as an ofﬁcial sport (Jonasson & Thiborg,

To further elaborate this eSports, Snavely (2014) discussed the

fundamental similarities that exist between physical and digital games;

nevertheless, there are also differences in the activities which pertain to

UST – INSTITUTE OF PHYSICAL EDUCATION AND ATHLETICS

a simulation or a virtual reenactment of a real event. Influenced by

George Dickie’s deﬁnition of art, Kutte Jo ¨nsson (1976) highlighted that

eSports competitors spend a significant amount of time playing video

games, practicing for competitions. The kind of commitment is similar to

the time spent by athlete’s playing physical sports, as mastery of certain