CHAPTER 1

Problem and Its Scope

Student-athletes worldwide need help finding the Confidence to perform

well in certain team sports. This can be defined as the Competitive state of

anxiety. This can be defined as a competitive situation threatening the student-

athlete, leading to conscious reactions such as tension and concern. Athletes'

emotional states are influenced by how they perceive and assess the competition

environment, known as competitive state anxiety. Competitive anxiety can arise

in internal athletes as a result of negative self-perceptions or gloomy

expectations for their performance. The relationship between this factor and

athlete performance is inverse. Athletes who suffer from somatic anxiety have

autonomic arousal and uneasiness, which usually present as pressure and

worry. As a response to this problem of student-athletes, addressing this problem

has become imperative, not only to ensure the preparedness of the student-

athletes but also to boost their Confidence in the chosen team sports. By asking

for comprehensive support, motivation, and encouragement for the student

athletes' chosen team sports, we can make a new generation of student-athletes

who are confident enough to face the uncertain results of their chosen team sport

and to have mentally prepared student-athletes facing the vast world of team

sports with Confidence.

 According to a study conducted in Indonesia, the negative impact of

competitive state anxiety experienced by athletes will affect them cognitively,

emotionally, and behaviorally. This will reduce the athlete's self-confidence and

concentration during the match. This impact is explained in the postulates of

distraction theory (Upadhaya et al., 2017). It is evident that young people have

less trust in their skills, and resources can be eroded by repeated mistakes or

failures, which increases the risk of self-doubt and low Confidence), which would

lead to living with greater perceptions of anxiety (Alvares et al., 2017). Athletes

often feel various emotions when participating in sports competitions, pre-

competitive anxiety being one of the prominent ones (Jones & Arvinen-Barrow,

2017). According to a study in India, Certain situations can be the cause of

anxiety, such as an important competition or game, or certain individuals can be

more predisposed to experiencing feelings of anxiety. Individuals predisposed to

anxiety are said to have higher levels of trait anxiety and tend to feel that coping

is not an option or that their coping abilities are not adequate to deal with the

situation at hand (Cagle et al., 2017). According to a study in India, an essential

component of any competitive environment is anxiety. Without a certain level of

anxiety, there cannot be competitive performance of an athlete (Bains, 2018).

A study conducted in Marawi City, Lanao del Sur, Philippines, states that

failure could be attributed as an experience that provides numerous benefits in

general, as it allows for evaluation and feedback, fosters Resilience, and mental

toughness motivates athletes to work hard and succeed. On the contrary,

Hashim (2016) discovered that failure can cause athletes to lose faith in their
talents and become cautious. According to a study conducted at the Polytechnic

University of the Philippines in Manila, Philippines, Athletes who experience

burnout have a decreased level of performance, which ultimately drives an

athlete toward their lack of interest, motivation, and active participation in the

sport. Moreover, burnout impacts an athlete's overall well-being, primarily

physical and mental functioning (Defreese et al., 2015). A study conducted in Los

Baños, Laguna, Philippines stated that Competitive anxiety has also increased

with competition (De Arruda, Aoki, Paludo, & Moreira 2017). According to a study

conducted in Saint Louis College, City of San Fernando, La Union, Philippines, in

the sports context, emotions are not just phenomenological, subjective

experiences; they strongly influence actions, performance, decision-making, and

social functioning in sports and life Lazarus, D.J. (2016).

According to Juezan, Gideon, Rodolfo, and Osorno (2022), the study

conducted in Davao del Sur and Davao Occidental revealed that sports

performance anxiety has a significant relationship with sports confidence. Further

to their statement, sports performance significantly influences sports confidence

among athletes. In sports, Confidence is essential as it embodies an athlete's

strength and mentality. Sports anxiety becomes important since mental diversion

and bad thoughts might prevent one from performing at one's best. It concerns

athletes' difficulties controlling their thoughts and feelings in sports (Robinson,

2015). A study in Davao del Sur stated that it is said that anxiety is generally

expected in the climate of the cutthroat game. Tension and sports are profoundly

related (Correia & Rosado, 2018; Martiny et al., 2015, as cited by Broa and
Abellanosa, 2018). The Davao del Sur State College, Philippines study states

that athletes can enhance their athletic performance by using efficient coping

strategies for sports anxiety, which helps them better control and handle difficult

situations (Besharat & Pourbohlool,2011).

The study aims to bridge a critical research gap by focusing on the

specific context of Davao City. This thesis conducts an in-depth investigation to

address the existing research gap and better understand the relationship

between Confidence and Mental Training Practices. Using a comprehensive

review of relevant literature and empirical research, we aim to provide valuable

insights into the interaction between these psychological factors and how they

influence an athlete's overall approach to Confidence. The findings of this

research endeavor may aid in creating focused interventions meant to address

certain problem areas or areas in need of development and cultivate Confidence

among student-athletes, thereby fostering improved Confidence in team sports

management.

The rationale of the study

In competitive sports, student-athlete’s mental fortitude and Confidence are

essential to deciding their success on and off the field. Pursuing excellence in

sports extended far beyond physical prowess, as it was increasingly recognized

that mental training practices were equally essential in shaping young athletes'

performance, Resilience, and overall well-being. This rationale delved into the
significance of mental training practices enhancing student-athlete’s confidence,

shedding light on the multifaceted benefits it brought to their athletic journey and

personal development. The outcomes of this study could be advantageous to

various parties, including Philippine Sports Commission Officials, Commission on

Higher Education policymakers, Higher Education Institution administrators,

physical education teachers, Center of Wellness and Sports Excellence Officials,

student-athletes, and future researchers.

Philippines Sports Commission Officials. The study guided the Philippine Sports

Commission in developing policies, programs, and support mechanisms that

prioritized the mental well-being and Confidence of student-athletes. These

efforts could have positively impacted the overall development of sports in the

Philippines and the success of Filipino athletes on the global stage.

Commission on Higher Education Policymakers. The Commission on Higher

Education could have utilized our study as a basis for their plans and projects for

integrating sports into the academic curriculum and shaping policies that promote

physical activities among student-athletes. These research-based initiatives

could have supported national goals for the growth of Education and sports and

might have received stakeholders' praise. In the end, the policies could have

helped develop well-rounded student-athletes who achieved academic and

athletic greatness, positively affecting the excellence of the country's sports.

Higher Education Institution Administrators. Enhanced academic engagement

and supported student development. This study could have provided Information
on implementing effective programs to improve student athletes' confidence and

mental training practices on their campuses.

Center for Wellness and Sports Excellence. They benefitted by using the study's

findings to enhance their programs, support services, and coaching strategies.

This could have led to improved mental well-being and performance among

student-athletes.

Physical Education Teachers. They have incorporated the study's findings into

their curriculum, emphasizing the importance of mental Training and confidence-

building techniques alongside physical Training. The study could have inspired

Physical Education teachers to incorporate confidence-building activities and

exercises into their classes, helping students develop self-assurance in sports

and life. The study's recommendations could have helped Physical Education

teachers build tools and methods for measuring the progress of students' mental

Training and confidence levels.

Students-Athletes. The study helped young athletes manage their mental training

practices to inspire them to perform confidently in their chosen team sports.

Additionally, it taught them how to balance their athletic goals and what they

needed to do to improve themselves independently.

Future Researchers. The study provided a foundation upon which future

researchers could build. By conducting further studies and exploring related

aspects, researchers could contribute to a deeper understanding of mental

training practices, Confidence, and the overall well-being of student-athletes in

Davao City and broader contexts.

 Statement of the Problem

This study determined the level of the relationship between mental training

practices and Confidence in team sports among student-athletes in Davao City.

This specifically sought to answer the following questions:

1. Assessed the level of sports mental training practices among Crossblazer

student-athletes in Holy Cross of Davao College in terms of:

1.1 foundation skills;

1.2 Performances Skills, and

1.3 Interpersonal skills?

2. Valued the level of Confidence in team sports among Crossblazer student-

athletes in Holy Cross of Davao College in terms of:

2.1 Physical Skills and Training;

2.2 Cognitive Efficiency and

2.3 Resilience?

3. We determined the significant relationship between Sports Mental Training

Practices and Confidence in Team Sports among Crossblazer Student-Athletes

at Holy Cross of Davao College.

4. We examined an indicator of Sports Mental Training Practices and Confidence

in Team Sports among Crossblazer Student-Athletes at Holy Cross of Davao

College.
 Hypotheses

This research study had the following null-tested hypotheses at the 0.05 level

of significance:

H01: No significant relationship exists between Sports Mental Training Practices

and Confidence in Team Sports among Crossblazer Student-Athletes at Holy

Cross of Davao College.

H02: There is no indicator of Sports Mental Training Practices significantly

influencing the Confidence in Team Sports among Crossblazer Student-Athletes

at Holy Cross of Davao College.

Review of the Related Literature

The following topics were covered in the study's review of related

literature: the study pertained to the independent and dependent variables.

Mental Training Practices were the independent variable with three indicators:

foundation, performance, and interpersonal skills. On the other hand, the

dependent variable of this Study was Confidence in Team Sports, which also had

three indicators: physical skills and Training, cognitive efficiency, and Resilience.

Moreover, these indicators were sourced from a range of international literature

to undergo a thorough examination and provide a solid foundation for our

research investigation.

Mental Training Practices

Mental Training refers to the preparation of the mind to help the athletes perform

mentally and physically at their best (Positive Performance, 2020). It is essential

for developing successful athletes (Behnke et al., 2017). As athletes gain more

experience in their respective sports, their proficiency in mental Training also

tends to increase (Kozak et al., 2021). Furthermore, interventions in mental

training result in enhanced performance in the targeted activity (Simons et al.,

2016). Additionally, they bring about advancements in psychologically significant

performance-related factors, particularly in emotional handling and attention

control (Trosch, 2020).

According to the Study by Turgut and Yasar (2019), the level of mental training

practice of the 485 professional student-athletes in different universities in Turkey

was found to be high. Additionally, a research study by Mostajeran, Badami, and

Behnke (2022) involving 364 athletes revealed that high-level athletes exhibited

substantial proficiency in mental Training. This suggests that intensive mental

Training equips athletes with valuable skills that contribute to developing a more

robust mindset. Moreover, there has been a growing interest in exploring the

psychological facets of sports performance and the utilization of sports mental

training techniques, as evidenced in a study conducted in Japan (Qíngbào,

2017). This investigation, which involved 206 sports science student-athletes,

established that professional athletes had superior mental training abilities to

their amateur counterparts (Ugurlo, 2020).

According to the Study by Trautwein, Kanske, Blocker, and Singer (2020), there

were no significant differences between the mental training effects of the

presence module at the retest or during different time intervals. Furthermore, the

study conducted by Kindbrige (2022) has also revealed that low mental Training

greatly affects athletic performance and can result in a drop in drive, a loss of

concentration, poor performance, and sometimes injuries associated with sports.

Consequently, this can negatively affect mental health and overall well-being,

which is crucial for achieving optimal performance (DeStefano, 2021).

Foundation Skills. These competencies underpin workforce participation,

productivity, and social inclusion (Kilburn, 2020). It encompasses the

competencies that enhance one's ability to excel in learning and performance

(Spoon et al., 2020). These particular skills are effective and frequently employed

(Hatzigeorgiadis et al., 2014). Notably, high-level athletes exhibit a greater

proficiency in foundation skills and a higher level of engagement in mental

Training than their low-level counterparts (Kormar et al., 2019). Furthermore,

these foundational abilities improve performance, particularly in psychological

factors such as emotional management and attention control (Horvath et al.,

2020).

Performance Skills. This refers to goal-directed actions that are observable as

small units of engagement in daily life occupations, such as motor skills, process

skills, and social interaction skills (Fisher & Griswold, 2019). It encompasses
purposeful actions aimed at achieving specific objectives, and they are

noticeable as individual components in everyday activities, including motor skills,

process skills, and social interaction abilities (American et al. Association, 2014).

According to the United States Tennis Association (2023), in mental Training for

athletes, a key objective is to enhance their skill development. Moreover,

engaging in performance skills often creates significant enjoyment (McMorris,

2014). Additionally, Scharfen and Memmert (2019) suggest that cognitive

functions and abilities are linked to superior performance in sports.

Interpersonal Skills. This refers to interacting, communicating, and working

proficiently with people and groups and depending on these qualities during

interactions and communications with others (Herrity, 2023). According to the

study conducted by Ari et al. (2022), when it comes to interpersonal skills, female

athletes exhibit greater proficiency compared to male athletes, and team athletes

surpass individual athletes in this regard. Furthermore, they empower athletes to

navigate conflicts and hurdles that may emerge within their team (Kuan & Roy,

2018). Nevertheless, subpar interpersonal skills can rapidly hinder one's career

aspirations by reflecting a deficiency in self-awareness, a lack of attentiveness to

others, ineffective communication, and a failure to grasp group dynamics

(Garrison, 2017).

Confidence in Team Sports

According to the Study by Swann, Crust, Pigott, and Hardy (2020), Confidence in

team sports refers to a player's belief in their abilities and the team's capabilities
to succeed in a particular game or competition. Moreover, Confidence

encompasses a strong capacity to face the present challenge (Hamilton, 2023).

In addition, team confidence is not a fixed trait but rather a dynamic construct

(Boen et al., 2017). The team outcome confidence should be distinct from

Bandura's concept of outcome experiences (Fransen et al., 2017).

Meanwhile, according to research by Rickets, Malete, Myers, and Bateman

(2023), 314 Jamaican athletes participated in a study, revealing that sports

confidence directly affected performance evaluations. This finding aligns with a

survey by Trine University (2023), which emphasized the significant impact of

high Confidence on an athlete's performance. Furthermore, Confidence is closely

linked to mental toughness, as Canterbury Strength (2020) indicates. Mental

toughness has been shown to influence athletes' success positively and has

been associated with improved mental health, well-being, reduced stress levels,

and more (Cowden et al., 2019). The study conducted in Negeri Makassar also

showed that the South Sulawesi petanque athletes had self-confidence in the

high category (Anwar et al., 2022).

However, according to the Study of Mansell and Turner (2022), Four hundred

and ten athletes using the rational emotive behavior therapy model in a survey

concluded that greater irrational beliefs relate to lower self-confidence.

Furthermore, according to the Study of Fiorentika, Santoso, and Simon (2016),

with 200 student-athletes participating, it was revealed that five students had a

low level of Confidence. Moreover, fifty Badan Pembina Olahraga Mahasiswa

(BAPOMI) athletes from various sports statuses, due to synchronous online

learning, athletes show a decrease in mental strength and self-confidence

(Pambudi et al., 2023).

Physical Skill and Training. This refers to the accuracy and consistency with

which we use our bodies to perform activities. (DiFeo & Shors, 2016). It is a

critical factor in fostering self-confidence in preparation (Budid, 2017). It is the

primary mental skill required by young athletes to achieve success in both sports

and life. Possessing this skill can boost team confidence, fostering a belief in its

necessity for achieving its objectives (Cohn, 2023). It is also a belief that one can

successfully perform a desired behavior (Kuloor & Kumar, 2020). In addition to

technical and physical Training, coaches should include psychological skills

Training to help athletes reach their maximum potential. (Soltani et al., 2018).

Cognitive efficiency. This study arises from our thoughts and the actions we set

in motion (Warrell, 2015). This skill cannot be learned through a set of guidelines

but embodies a mindset (Budid, 2017). Furthermore, cognitive function is

influenced by Confidence (Catarino & Adams, 2020). The sport-confidence

model, as identified by Otten et al. (2016), recognizes three essential

components, including cognitive efficiency, that contribute to success in sports.

Additionally, Paolini, Devita, Epefania, Anselmi, Sergi, Mapelli, and Coin (2021)

study using the FLEI mental ability questionnaire revealed a decreasing trend in

scores, indicating a higher level of perceived cognitive efficiency after the

lockdown period.

Resilience. This refers to our capacity to recover from difficulties and tough

situations (Hurley & Young, 2022). Additionally, Confidence and Resilience are
crucial qualities that enable success in daily responsibilities and surmount any

obstacles (Stothart, 2018). Meanwhile, excessive efforts to boost self-confidence

can lead to various issues in an individual's personal, social, and professional life

(Cherry, 2019). Furthermore, like a roller coaster ride, confidence levels can

oscillate between high and low (Gill, 2023). However, according to the study

conducted by Baudville (2020), competition can sometimes have adverse effects

on self-confidence, leading to issues such as reduced self-esteem, a misdirected

focus, and an imbalance between work and personal life.

Numerous forms of mental Training, such as the Imagery Training Program

(ITP), have been shown to have the potential to enhance the self-confidence of

both players and coaches (Chandler et al., 2022). Coaches should consider

integrating mental Training alongside technical and physical Training to achieve

the highest levels of self-confidence and peak performance in their athletes

(Heydari et al., 2018). Athletes who possess Confidence are typically more adept

at utilizing the cognitive resources essential for success in sports (Williamson,

2019). Furthermore, applying mental training skills during competitive events

necessitates that athletes gain control over their mental state and elevate their

confidence levels (Surat et al., 2019).

Introducing young athletes to mental training programs at an early stage is likely

to yield highly favorable outcomes for their Confidence (Hamilton, 2023). This

study is further supported by the Study of Heydari et al. (2018), revealing a

substantial impact of psychological or mental skills training programs on

bolstering Confidence. The cultivation of Confidence necessitates the application

of specific mental training techniques (Straw, 2023). Moreover, mental Training

has been correlated with elevated levels of self-assurance (Fondacaro & Smith,

2023). Additionally, positive self-talk, recognized as a component of mental

Training, is emphasized as a method to augment self-confidence (Kahrović et al.,

2014).

Synthesis

Mental Training and Confidence are essential aspects of success in team sports,

but their focus and methods differ. Moreover, mental Training in team sports

often involves techniques such as imagery, relaxation, and goal setting. On the

other hand, Confidence is a central aspect of an athlete's mental state and is

closely linked to performance. However, mental Training and Confidence are

interrelated and contribute to an athlete's overall mental strength. Additionally,

Confidence is a specific aspect of mental training techniques.

This extensive review of relevant literature offers a thorough background

for studying mental training practices and Confidence in team sports among

student-athletes. Various aspects underscore the significance of mental Training

and self-confidence, encompassing foundation skills, performance skills,

interpersonal skills, Confidence in skill training, cognitive efficiency, and

Resilience. This body of literature demonstrates that mental training methods and

self-confidence substantially impact athletes' performances. Nevertheless,

mental Training emerges as a potent tool for enhancing athletes' self-confidence,

surpassing reliance on natural confidence growth.

Conducting this study will be beneficial in understanding how athletes manage

their behavior toward team sports. Despite knowing Confidence, it is better to be

more knowledgeable about how mental Training and Confidence will affect

athlete performance. The main subjects involved in this study are the student-

athletes in Davao City. Moreover, this study aimed to fill this gap by addressing

the mental training practices and Confidence affecting student-athletes within

team sports.

Theoretical Framework

This study is anchored on the preposition of cognitive behavior theory (Ryska,

1998).

The Cognitive Behavioral Theory (CBT) has shown effectiveness in enhancing

sports performance and managing emotional states in highly skilled athletes.

This theory determines that the players' learned strategies include formal

coaching, self-discovery, or peer influence. Cognitive behavioral approaches can

help athletes have imagery/relaxation and positive self-talk that increase their

self-confidence before engaging in competitive matches. Furthermore, this theory

results in the student-athletes coping with strategies by themselves, and athletes

will develop a strong mental game, allowing them to perform at their best and

overcome challenges during the game.

The selected theory for this research is appropriate and relevant to the

investigated issue. Combining these theories enhanced the study's credibility,

serving as a crucial foundation for addressing the research questions and

ultimately bolstering the study's overall credibility. This is also evident in the

conceptual framework, which outlines the study's variables, indicators, and

hypothesized relationships.

Conceptual Framework

The conceptual structure of the study is shown in Figure 1. This is an illustration

of the independent variable and dependent variable. The independent variable is

the Mental Training Practices with the following indicators: Foundation,

Performance, and Interpersonal skills. The dependent variable is Confidence in

team sports among student-athletes, which has the following indicators:

Confidence in skills training, Confidence in cognitive efficiency, and Resilience.

The arrow from the Independent Variable pointing to the Dependent Variable

signifies the assumed relationship between mental training practices and

Confidence in team sports among student-athletes at the Holy Cross of Davao

College.
Independent Variable Dependent Variable

Mental Training Confidence in Team

Practices Sports

Foundation skills Physical Skill and

Performance skills Training

Interpersonal skills Cognitive Efficiency

Resilience