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Chapter 3

Results and Discussion

This chapter presents the lived experiences of student-athletes from Panabo

City Senior High School regarding their struggles. It explores their coping

strategies in making decisions between academics and sports. Furthermore, it

discusses their insights on balancing time, focusing on their perspectives on

its difficulties. Lastly, the findings of this study are analyzed, leading to

conclusions and implications for future research in the field of student-athletes

and time management.

Figure 1

Themes Emerged from the Challenges Faced by Student-Athletes

Difficulties in
Balancing
Academics and
Sports

Challenges
Faced by
Students-
Athletes
Balancing
Academics and The Challenges and
Athletics – The Sacrifices of Being
struggle to manage a Student-Athlete
both
responsibilities
effectively
 1

Figure 2

Themes Emerged from the Insights Gained from Student-Athletes'

Experiences

Community
Involvement –
Financial and moral
support from the
community

Insights
Gained from
Student-
Athletes'
Experiences
Lessons of
Discipline, Struggles of a
Perseverance, and Students-athletes
Strong Support
Systems
 2

Figure 3

Themes Emerged from the Coping Mechanism Students-Athletes do

when they Struggling with their Time Management

Building Character
Through Sports
and Studies

Coping
Mechanism
Students-Athletes
do when
Struggling with
their Time
Management
Holistic Coping
The Resilience and
Strategies for
Adaptability of
Student-Athletes'
Student-Athletes
Success

The first figure shows the themes extracted from the participants’ answers

about their experiences as a Students-Athletes. The result revealed three (3)

themes emerged namely: Difficulties in Balancing Academics and Sports;

Lessons of Discipline, Perseverance, and Strong Support Systems

Internet Connectivity; and Resilience and Adaptability of Student-Athletes.

Challenges in Access to Reference Materials Among Students-Athletes

The student-athletes who participated in the study openly expressed

the difficulties they face due to the lack of access to reliable guidance that
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could help them navigate common challenges in training, academic

performance, and overall well-being. Many reported struggles in managing

their time effectively, balancing school and sports commitments, and

maintaining their physical and mental health. Limited availability of

mentorship, structured support systems, and resources—combined with

academic pressure and demanding training schedules—hinders their ability to

perform well in both areas. This gap in access to essential guidance affects

their confidence and readiness, highlighting the need for more accessible and

comprehensive support to help them succeed as both students and athletes.

This issue was highlighted by Participants 1 (P1), who stated:

"My daily routine starts at 5 a.m. with chores and breakfast before rushing to
school. After classes, I train from 2 p.m. to 4 p.m., rest briefly, then train again
from 7:30 p.m. to 8:30 p.m. Saturdays are even tougher, with three training
sessions. It’s exhausting to manage both academics and training, and
sometimes I have to sacrifice sleep or homework just to keep up.”

This issue was highlighted by Participants 2 (P2), who stated:

"Balancing academics and training is really tough. Limited resources, like

equipment, make it harder to improve my skills, and time management is a
constant struggle. Sometimes, I focus too much on training and end up
neglecting my schoolwork, which affects my grades.”

This issue was highlighted by Participants 3 (P3), who stated:

"Being a DAVRAA player is both challenging and fulfilling. Balancing training,

academics, and social life requires sacrifices—waking up early, missing
family time, and dealing with exhaustion. Time management is tough, and the
pressure from coaches, teachers, and family adds to the struggle. But despite
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the challenges, discipline and a strong support system help us stay motivated
and keep going.”

These responses highlight the immense challenges student-athletes

face in balancing academics and training, including demanding schedules,
exhaustion, and limited resources. Time management is a constant struggle,
as many sacrifice sleep or schoolwork to meet athletic commitments. The
pressure from coaches, teachers, and family adds to the difficulty, making it
even more stressful. Despite these challenges, student-athletes rely on
discipline, resilience, and strong support systems to stay motivated and keep
pushing forward. Their experiences emphasize the need for greater
understanding and support from schools and communities to help them
succeed in both sports and academics.

McClelland’s Learned Needs Theory (1985) explains how student-athletes

manage stress and time. This theory identifies three key needs: achievement,
affiliation, and power, which shape motivation and decision-making. In this
study, it helps explore how student-athletes balance academics, sports, and
personal life. Their need for achievement drives performance, affiliation
affects relationships, and power influences time management. By using this
theory, the study aims to understand their struggles and provide insights for
better support systems.

Implications of the Study

The findings of this study hold significant implications for various sectors,
particularly in Time Management and Academic Support, Physical and Mental
Well-being, Social and Personal Developmentand, and Career and Future
Opportunities.
1. Time Management and Academic Support – Many student-athletes
struggle to balance their academic responsibilities with their training
and competitions. Studies have shown that structured support systems,
such as academic counseling and flexible class schedules, can help
improve their academic performance and reduce stress (Apaak &
Sarpong, 2015)
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2. Physical and Mental Well-being – Student-athletes face intense

physical demands and mental pressures, leading to burnout and
injuries. Research suggests that schools should implement wellness
programs, mental health support, and injury prevention strategies to
ensure their holistic development (Mahoney, 2011)
3. Social and Personal Development – While sports participation builds
discipline and teamwork, student-athletes may miss out on other
aspects of student life. A study on high school athletes emphasized the
need for a balanced approach to allow students to engage in
extracurricular activities beyond sports (Kendellen & Camiré, 2013)
4. Career and Future Opportunities – Many student-athletes focus heavily
on sports, sometimes at the expense of career planning. Research has
shown that student-athletes benefit from guidance on career pathways,
whether in sports or other fields (Mahoney, 2011)
These implications suggest that schools and sports organizations should
work together to create policies that promote both athletic excellence and
academic success, ensuring that student-athletes are well-prepared for life
beyond high school.

Recommendation for Further Research

Study purpose, Student-athletes have a role that is not easy to balance
between the role of being an athlete and the role of being a student at school.
Not a few of them have obstacles in balancing both roles. This study aims to
reveal the characteristics of secondary school student-athletes . The main
objectives are to describe the level of achievement motivation, study habits,
self-discipline, academic support, and academic performance. Materials and
methods. This study is a quantitative descriptive research with a survey
approach involving 402 student-athletes at the junior high school and senior
high school levels. The student-athletes represent 16 sports. The average
student-athletes . The instrument used in the study was a questionnaire
consisting of statement items. The mean ideal and standard deviation ideal
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formulas were used to analyze data regarding the category level of each
indicator, while the independent sample t-test was used to determine
differences in data between student-athletes based on gender and type of
sport. Results. The results of this study reveal that student-athletes have
achievement motivation, study habits, self-discipline, academic support, and
academic performance in the high category. There is a significant difference
between male and female student-athletes . There were no significant
differences between student-athletes from individual and team sports.

Concluding Remarks
As researchers focusing on the lives of Athletes have been significantly
enhanced through the support of the Philippine Sports Commission (PSC), a
government agency dedicated to promoting physical education, sports
development, and excellence. Through its various programs and initiatives,
the PSC has provided student athletes with financial assistance, training, and
resources. This support has enabled student athletes to develop their skills
and compete at the national and international levels. Moreover, the PSC's
initiatives have allowed student athletes to pursue their academic careers
while still exceling in their respective sports. The PSC's commitment to
supporting student athletes has been instrumental in shaping their lives and
futures. By providing opportunities for growth and development, the PSC has
empowered student athletes to reach their full potential. Ultimately, the PSC's
support has been a game-changer for student athletes in the Philippines.