Chapter 1

The Problem and its Background

INTRODUCTION

The study examined the factors involved that affect the academic performance of the

student athlete such as trainings, workouts, rest, study hours and free time. The researchers

identify the common cause that their experience especially the amount of stress that they feel to

accomplish every day the tasks demanded by the teachers and coaches and their busy schedule

that can reduce the time available for studying and learning.

Baliuag University is one of the most well-known schools in Baliwag, Bulacan due to its

94 years of existence. It is where many students are scholars because of being an athlete for it is

a school which is competitive all over the country when it comes to "sports." It is also the place

wherein the researchers will conduct their study entitled "Balancing and Athletic Time

Management." The researchers will only conduct their study at the Grade 11 Senior High School

Department located at Annex 3 where there are many senior high school students who are also an

athlete.

Time management is an essential component of leadership. Leaders need to develop

strategies to maximize time in order to achieve personal and organizational goals. While there

are numerous time saving methods, leaders will need to test and determine which patterns are

most effective for their personal style. There are some organizational strategies that will benefit

the individual leader as well the organization such as planning, goal setting, delegation, decision

authority, and work life balance. By managing time, the leader is accounting for the important

commodity of time within an organization (Farrell, 2017). The researchers will conduct a

research to analyze and determine how student athlete balance their academic performance and
1
their training using time management. A student athlete is a participant in an organized

competitive sport sponsored by the educational institution in which he or she is enrolled.

Disregarding time management can affect students academic tasks as a result of failing grades,

and it can also be a reason to stop or to kick in the varsity team

Student athletes have a lot to manage with 20 hours per week of practice, weight training,

conditioning and games plus the normal academic requirements of any other student. Many wake

up as early as 5 a.m. and practice for three to four hours, six days a week. Though student

athletes are supported through their academic advisors, coaches and teachers, along with the

numerous programs and policies Stanford has implemented, there is still room for improvement.

The objective of this research is to know how the grade eleven senior high school varsity

students in Baliuag University balance their time for being an athlete and as a student to help the

aspiring and their co-student athlete.

The first purpose of this study is to help the other varsity players that is struggling to

balance their time for being a student athlete. Second, to help the teachers who handle student

athletes so they can give advice regarding how the student should manage their time and also the

purpose of this is to give some knowledge to the aspiring student athlete who are not pursuing to

become one because of fear of neglecting their academic performance.

STATEMENT OF THE PROBLEM

The objective of this phenomenological study is to discover the balancing of academic

and athletic time management for the grade 11 senior high school varsities at the Baliuag

University Annex 3 campus. At this stage in the research, the testimony and experiences of

varsities will be generally defined as how they manage their time adequately.

2
SCOPE AND LIMITATION OF THE STUDY

This study was concerned to the student athletes in Baliuag University Annex 3 Campus

at Gil Carlos St. This research delineated the discernment and experiences of selected varsity

players in different strands. 10 participants were used in the interview. The main purpose of this

is to know how they balance their academic concern and their training or practices and how it

can affect their daily routine. The researcher assumed that the participants in the study responded

verily to the interview questions. It is further assumed that the participants understood and

elucidate the questions. The students are struggling to balance their time for being student

athletes that can lead to destruction. Not having of enough sleep and proper rest students are

prone to mental and physical health problems. It heightened the stress that contributes to

emotional case and social relations that can become a distraction. The faculty are responsible for

reviewing timetable for student athletes and to ensure that the athlete has a wholly opportunity to

participate in the educational procedure and a proper balance between athletic and educational

experiences. The faculty has the primarily responsibility to ensure that pressures are tempered

and that athletes have decent opportunity to follow educational goals. The administrations

monitor educational progress and situation of student athletes which distinguished teams to

support the goals and ambitions of students. Administration must remain functioning in

continuing education programs. They are leaders who take a pride in their strategic planning.

They are also managing multiple situations or problems and implement educational policies and

objectives. Helping students to grow well will follows up the student issue problems, monitors

and furnishes solutions.

3
 A validated interview protocol served as the main instrument of the phenomenological

research, a follow-up interview was also used to clarify vague answers and documentary analysis

was also employed to answer the specific questions raised in the proposal.

SIGNIFICANCE OF THE STUDY

The study will be significant to the following:

To the student athletes. This study can help the student athletes who are struggling how

to manage their academic and athletic time properly.

To the students. The objective and the result of this study is to give motivation and

inspiration about sports activities.

To the aspiring athletes. Most of the aspiring student athletes are hesitant to be part of

the varsity team because they think that they cannot manage their time well and afraid to neglect

their academic performances.

To the teachers. The result can be their guides if one of his or her student who are

participating in a varsity team is struggling how to manage their academic and athletic time.

To the school. This study will be benefited to the school because they can have more

varsity players if they can advise the student how to manage their time equally.

To the future researchers. This study will help the future researchers to understand and

gain more knowledge about this study. The result of this study will serve as their guide and other

source of information that they may face in the future.

REVIEW OF RELATED LITERATURE

4
 In schools, the value of athletics is important and can not be overlooked. It has a profoun

d impact on people, the entire school and the community.Athletics is powerful and important.It c

an bridge gaps, bring people with relatively nothing in common and provide incredible, life -

altering opportunities for many participants. In addition,

Athletics is the cornerstone of promoting school pride. However, there are many students who

see school as secondary to athletics. For adults, they realized that academics are of far greater

importance than athletics. However, as teenagers, the academic side was probably not the center

of their focus as it should have been.

The good news is that schools require their student-athletes to maintain a certain grade average

(typically 60% or above) to participate in athletics. Many students stay in school and keep their

grades up only because of their desire to compete in athletics. This is a sad reality but may also

provide the greatest reason for keeping athletics in schools.

School-Sponsored Sports

The research entitled "Athletics and the Classroom: The effect of Participation in School-

Sponsored Sports on Academic Achievement and perception of Classroom Work Habits" It was

published last May, 2016. They conducted this study because they want to determine whether

participating in school-sponsored sports was related to students’ academic performance or

achievement. The researchers made a survey and collected grades as a data. The researchers also

made the survey and grades confidential. Causal-Comparative design is used in this study.

This study shows that athletes’ mean grade point averages were higher than those of non-

athletes’ and revealed that athletes see themselves better than non-athletes concerning self-

concept and schoolwork. Student’s academic performance is not related to participating in any

5
school-sponsored sports team. Regarding the relationships between and among the participation

in school-sponsored sports, academic achievement, and self-concept, research is needed. To

research further about school-related sponsored athletics and academic achievement, they

recommend that a larger sample might provide more details and more generalize comparison of

the criterion variables for student athletes and non-athletes. It is also recommended to investigate

whether or not other school-sponsored activities provide the same opportunities and motivation.

First Year Student Athletes

This study was entitled Balancing academic and athletic time management: A qualitative

exploration of first year student athletes’ university football experiences and published last 2014.

The author chose the phenomenological qualitative approach as the research design. In addition,

the problem of this study is to identify the challenges of time management identified by first-year

varsity athletes were the author used the questionnaire instrument for data collection in this

study.

As the summary of this study being an athlete requires a lot of time. Also requires you to

attend the sport-related training and seminars. It requires a lot of time to deprive academic

success. To conclude that the time spent participating in football - related activities influenced

the amount of time spent in academics, the management of one's time was the most difficult

aspect of being a member of the university's football program, football commitments took so

much time during the season, which made it difficult to find time for other activities. As the

recommendation of this study In order to survive as a varsity athlete for the first year, students

need to know that it will be difficult. If you come to join a team, it's important to know what you

can do if you're having trouble with the transition. Go to class and ask for help if you need it.

The academic support resources of the university are intended to be used.

6
Motivational Climate

The research entitled “A study to determine student-athletes’ motivational climate

influencing their athletic and academic performance at a Midwestern university” was published

on 1997 The purpose of this research was to dissect and describe the perceptions, expectations,

and experiences of student athletes regarding school climate, personal attitude, teachers

interaction, coaches interaction and parental impact. Qualitative research is used by the

researcher as the gathering data instrument. This study used the case study approach, interviews,

and participant to allow the researcher to collect data about the relationship between athletic and

academic performance and selected environmental factors.

A number of factors apparently influence the motivational climate for student athletes.

Given the importance of school climate in student achievement, it seems that teachers, parents,

administrators, coaches and student athletes would benefit greatly for understanding the factors

which shape and make a difference in the motivational climate of student athletes. The more

information students get, the better chance teachers, parents, administrators, and coaches have to

enhanc the potential for student athletes to develop a positive balance in their academic and

athletic performance. The coach appears to have the most significant influence on motivational

climate. Student athletes look for personal as well as professional support from coaches. They

want candid communication, fair enforcement of rules, and a sense that the coach cares. Parental

support for academic needs and student performance are important elements. When parents show

care and concern for education, it has a good impact in motivational climate. Relationship with

teacher is pivotal. When teachers develop close supportive relationships with student athletes, a

bond forms which strongly impact on motivational climate.

Academic Achievement as Influenced by Sports Participation

7
 On this research entitled “Academic Achievement as Influenced by Sports Participation

in Selected Universities in the Philippines” was published on July 3, 2017. The main problem at

this research is how the researchers observed that participation in sports may reduce the time

available for studying and learning, since students-athletes were having difficulties in managing

their time between hectic schedules of sports training and requirements of academic subjects.

Student-athletes were also asked regarding their perceptions on their improvement regarding

academic excellence, mental processes, logic, patience, and class attendance. The process of

their method in conducting this study, a total of thirty-six randomly selected student-athletes

aged 16-24 participated in this study. And a Quantitative Survey is the research design that they

used.

According to this study, the quantity of years understudy competitors took part in their

individual games and their general weighted normal were firmly emphatically corresponded.

After this effect of this examination showed that the more extended they understudy competitors

associated with games the better the scholastic evaluations. In conclusion, this specific

investigation demonstrated that there was extremely a connection between games interest and

scholarly accomplishment of the understudy competitors. And the sports cooperations created

and upgraded scholarly perfection, self-control, mental or intellectual advancement and class

support of understudy competitors. As a recommendation, the school approach creators should

give thought on the scholarly and preparing calendars of the understudy competitors by giving

them a need on that selection procedure for that understudy competitors to discover scholastic

timetable that suits to their time for them to have enough planning and recuperation after long

and tiring day of preparing timetable and rivalries.

8
Impact of Participating in School-Sponsored Sporting Activities

The research entitled “The Effects of Participation in Athletic and Academic

Performance among High School Sophomores and Juniors” was published on June 2008

however the central issue that drives this study is the relationship between academic performance

and athletic participation. The background section of this chapter revealed that there are a

number of different conclusions drawn from various studies regarding the impact that athletics

has been reported to have on academic performance. The purpose of this quasi-experimental

study was to determine whether participating in school-sponsored sporting activities have an

impact on the academic performance of high school sophomores and juniors. In order to

determine whether participating in sporting events have an impact on the student’s academic

performance, the researcher collected existing data during the sport season period, where the

participants’ immediate grade point average (GPA) was calculated. These were then compared

with their immediate postseason GPA to see whether there was a significant difference between

the scores received during and after participating in sporting subject. A quantitative research

design was appropriate for this study since the researcher was determining whether there was a

difference between GPA scores (dependent variable) of students that participate in sporting

activities (independent variable).

This research was conducted to investigate the grade of the student during and after the

sport season. This was transported in addition to the statistical methodology and data collection

method that was used to answer the research question. This research has examined if being an

athlete or being engage to sports can lead to improved academic outcomes for high school

students. The future researcher should also explore clear social environment to discover the

different meanings that extracurricular activities carry among males and females. It would also

9
be interesting to see if race has anything to do with why some specific sports' grade point

averages were lower than others.

Theoretical Framework

For a number of reasons, the research design selected for this thesis was quasi -

experimental. Quasi - experimental design enables the researcher to evaluate the impact of a

selected independent variable on a dependent variable (Cozby, 2001).Since the research involved

determining whether sport participation affects the academic grade point averages of sophomores

and juniors at high school, this study was suitable for quasi - experimental design. The

participation of high school students and junior students in sports activities has been kept

constant as an independent variable to determine its impact on the average grade point

(dependent variable).

The independent variables included several different sporting activities in which the

students took part. These sporting activities include women: Field hockey, cross - country,

soccer, tennis, volleyball, basketball, indoor and swimming, and men: Football, cross - country,

football, golf, indoor, basketball, swimming and wrestling. This thesis's dependent variable

consisted of several different scores from the language arts, mathematics, science and history

grades of the student. These grades have been combined to give the student the overall GPA

score. During the sports season and after the sports season was completed, this was calculated for

grades. First, a paired t-test was carried out to determine whether participating in any of the

above sports had an impact on the students' GPA scores. By carrying out a paired t-test in the

study, the researcher was able to determine whether the GPA scores taken during the sports

season differed significantly from those taken after the sports season. An Analysis of Variance

was then carried out to determine whether the differences in GPA scores were affected by the

10
various sports listed above. In other words, the ANOVA was implemented in order to assess

whether the sports included in this study differ. An ANOVA was then carried out to determine

whether the differences in GPA scores were affected by the various sports listed above. In other

words, the ANOVA was implemented in order to assess whether the sports included in this study

differ.

The relation of this research to our is phenomenological research is that the researcher

will have a background whether the sports participation can affect the academic performances of

the student athletes of grade 11senior high school varsity students of Baliuag University.

11
 ENDNOTES IN CHAPTER I

Caldwell, P. L. (1997). A study to determine student-athletes' motivational climate influencing

their athletic and academic performance at a Midwestern university. Retrieved from

https://lib.dr.iastate.edu/rtd/11447/

Rothschild-Checroune, E., Gravelle, F., Dawson, D., & Karlis, G. (2013, July 2). Balancing

academic and athletic time management : A qualitative exploration of first year student

athletes' university football experiences. Retrieved from

https://www.tandfonline.com/doi/abs/10.1080/07053436.2012.10707843

Montecalbo-Ignacio, R. C., III, R. A., & Buot, M. M. (2017, July 3). Academic Achievement as

Influenced by Sports Participation in Selected Universities in the Philippines. Retrieved

from http://article.sapub.org/10.5923.j.edu.20170703.03.html

Sitkowski, L. (2008, June). The Effects of Participation in Athletics on Academic Performance

among High School Sophomores and Juniors. Retrieved from

https://digitalcommons.liberty.edu/doctoral/96/

Straub, & Lauren. (2016, May 12). Athletics and the Classroom: The Effect of Participation in

School-Sponsored Sports on Academic Achievement and Perception of Classroom Work

Habits. Retrieved from https://mdsoar.org/handle/11603/2848

12
 CHAPTER II

METHODS OF THE STUDY

The purpose of this phenomenological study is to discover the struggles of the student

athletes in balancing their academic and athletic time. This section discusses the research design,

participants of the study, data gathering instrument, data gathering procedures, and data analysis

to be used in this research.

RESEARCH DESIGN

The researchers implemented the phenomenological research design to identify how student

athletes balance their practices and academic tasks at the same time and how it can affect their

academic performance. Field notes are a secondary data storage method in qualitative research.

Because the human mind tends to forget quickly, field notes by the researcher are crucial in

qualitative research to retain data gathered (Lofland & Lofland, 1999). Sandelowski (2000)

wrote that the qualitative descriptive design facilitates a “comprehensive summary of an event in

the everyday terms of those events” (p. 336). The design provides a wonderful experience for a

first qualitative experience for staff nurses, clinical nurse specialists, and graduate students, and

can stimulate inter professional dialogue and research. In the remainder of this column the

foundations of qualitative descriptive design are described: research question, sampling, methods

of data generation and analysis, and application to practice (Magilvy & Thomas, 2009).

According to Center For Innovation in Research and Teaching, a phenomenology is a

qualitative research method that is used to describe how human beings experience a certain

phenomenon. A phenomenological study attempts to set aside biases and preconceived

assumptions about human experiences, feelings, and responses to a particular situation. Stan

13
Lester (1999) defined the purpose of phenomelogy as to illuminate the specific, to identify

phenomena through how they are perceived by the actors in a situation. In the human sphere this

normally translates into gathering ‘deep’ information and perceptions through inductive,

qualitative methods such as interviews, discussions and participant observation, and representing

it from the perspective of the research participants. Schurink and Poggenpoel (1998) emphasise

the truth-value of qualitative research and list a number of means to achieve truth. In this study,

the phenomenological research design contributed toward truth. I bracketed myself consciously

in order to understand, in terms of the perspectives of the participants interviewed the

phenomenon that I was studying, that is ”the focus [was] on an insider perspective“ (Mouton &

Marais, 1990, p. 70).

RESEARCH INSTRUMENT

Since this study aims to help the student athletes that are struggling to balance their time

for being an athlete and a student, also to give advice regarding how the student should manage

their time and to determine the effects of participation in athletics on academic performance, An

individual interview was conducted. This study will acquaint the parents on how they support

their child that participating in the sport competition. And the teachers whose teaching athlete

student to know what can they do to help the varsity players get motivated and inspired to

balance their academic tasks and practices. An interview protocol served as guide for the

researchers to ask questions. Follow up questions were asked as needed in order to further probe

into the experiences of the student athletes. The sources of the data of this study are: (a) audio

taped and transcribed interviews, and (b) written answers of Grade 11 student athletes such as

gender, strand and section, age, sports, and general weighted average.

14
DATA GATHERING

Some selected Grade 11 Student Athletes were the respondents of this study. A letter of

permission was addressed and given to the assistant principal of the Senior High School

Department. The interview followed a series of steps. Student Athletes were offered the

interview questions in advance. 10-15 minutes was scheduled for each of the interviews, and the

researchers were available in case they went longer. Because the nature of the research involved

asking the participants about their experiences, the researcher made sure that the interview had to

be conducted with sensitivity to the consequences for the participants. Their involvement was

characterized with transparency nor were they deceived, exploited, or harmed in any way.

PARTICIPANTS AND SAMPLING PROCEDURE

Fifteen (15) Grade 11 student athletes of Baliuag University participated. However, only

10 agree to be interviewed and to join solo discussion. Out of Ten(10) Grade 11 student athletes

Three(3) are Females while seven (7) are Males. About 50 % are volleyball athletes, 30% are

Basketball athletes, 5% are Track and Field athlete, and the last 5% is badminton athlete.

All Ten (10) participant were given the interview question ahead of time. All of them

agreed to an solo interview. Creswell(1998) called for as many as 10 participant in

phenomenological studies, basing his studies recommendation the work of several researchers.

While Morse (1994) suggests at least six participants.

DATA ANALYSIS

Qualitative research in primary care deepens understanding of phenomena such as health,

illness and health care encounters. Many qualitative studies collect audio or video data (e.g.

recordings of interviews, focus groups or talk in consultation), and these are usually transcribed

15
into written form for closer study. Transcribing appears to be a straightforward technical task,

but in fact involves judgements about what level of detail to choose (e.g. omitting non-verbal

dimensions of interaction), data interpretation (e.g. distinguishing 'I don't, no' from 'I don't

know') and data representation (e.g. representing the verbalization 'hwarryuhh' as 'How are

you?'). Representation of audible and visual data into written form is an interpretive process

which is therefore the first step in analysing data. Different levels of detail and different

representations of data will be required for projects with differing aims and methodological

approaches. This article is a guide to practical and theoretical considerations for researchers new

to qualitative data analysis. Data examples are given to illustrate decisions to be made when

transcribing or assigning the task to others (Bailey, 2008).

As the researchers analyzed the data, they first conducted an interview to get the answers

to their specific questions. Then they transcribed the answers they had on the last interview and

reviewed what the respondents said, and finally created a table to show the classification and

easily understand the respondents ' answers.

16
 ENDNOTES IN CHAPTER II

Alatorre-Ibargüengoitia, M. A., Delgado-Granados, H., & Farraz-Montes, I. A. (2006,

January 01). Hazard zoning for ballistic impact during volcanic explosions at Volcán de Fuego
de Colima (México). Retrieved from
https://pubs.geoscienceworld.org/books/book/562/chapter/3802746/hazard-zoning-for-ballistic-
impact-during-volcani

Bailey, J. (2008, April). First steps in qualitative data analysis: Transcribing. Retrieve
from https://www.ncbi.nlm.nih.gov/pubmed/18304975/

Groenewald, T. (2004, January 01). A Phenomenological Research Design

Illustrated.Retrieved from
https://journals.sagepub.com/doi/full/10.1177/160940690400300104?fbclid=IwAR0U5UZsQEw
R-mD6W6KxPBWz2NUJSiEovCY4dDn6YlEhhOzBBbh4JWr2yDc&

Lester, S.(1999). An Introduction to Phenomenological Research. Retrieved from

https://www.scirp.org/(S(i43dyn45teexjx455qlt3d2q))/reference/ReferencesPapers.aspx?Referen
ceID=1276948

Magilvy, J. K., & Thomas, E. (2009, October). A first qualitative project: Qualitative
descriptive design for novice researchers. Retrieved from
https://www.ncbi.nlm.nih.gov/pubmed/19796329

Maguire, M., & Delahunt, B. (2017). Doing a thematic analysis: A practical, step-by-step
guide for learning and teaching scholars. Retrieved from http://ojs.aishe.org/index.php/aishe-
j/article/view/335

Sitkowski, L. (2008, July 01). The Effects of Participation in Athletics on Academic

Performance among High School Sophomores and Juniors. Retrieved from
https://digitalcommons.liberty.edu/doctoral/96/

17
 CHAPTER III

RESULT AND DISCUSSIONS

This chapter overseen the presentation, analysis and interpretation of data gathered by the

researchers.

Table No. 1

Question No.1: Have you ever experience to be a varsity in your previous school?

Line Respondents
Answer/s
No. No.
1 1 Yes
2 2 Yes
3 3 Yes
4 4 No
5 5 Opo
6 6 Yes
7 7 Yes
8 8 Yes
9 9 Yes
10 10 Yes po

This question is asked to determine if the student was a varsity player before. The student

may answer yes or no to this question.

Table No. 2

Question No.2: Why did you choose to be part of a varsity team?

Line Respondents Answer/s

18
No. No.
1 1 To gain more experiences.
2 Pinili ko yung volleyball kase makakatulong din sya sa pag aaral ko
2
3 dahil may scholarship din, experience na din sakin.
4 3 Passion ko maglaro ng basketball at isa ito sa mga hilig kong gawin.
5 Pinili ko maging part ng varsity para makatulong sa pag unlad ng
4
6 eskwelahan para mas makilala din yung paaralan ko ngayon.
7 5 Ano kasi, sporty person po kasi ako kaya napili ko pong sumali.
8 6 Ano, kasi gusto ko ma-continue yung pag volleyball ko.
9 Wala lang, gusto ko lang ma enhance yung skills ko sa larangan nang
7
10 basketball tsaka maging, magkaroon din ng maraming kainigan.
11 8 Kasi mas masaya ako pag naglalaro ng sports.
12 Kasi mahilig ako sa sport na yon para mas marami pa akong malaman sa
9
13 sports na badminton.
14 Kasi mas alam ko na mas gagaling ako pag sumali ako. At matututo pa
10
15 akong lalo.

This question is asked to determine what is your purpose in joining a varsity team? How

do you see yourself fitted to this kind of field? Explain your answer if necessary.

Table No. 3

Question No. 3: Does your parents support you, being a school athlete?

Line Respondents
Answer/s
No. No.
1 1 Yes
2 2 Yes, nanonood sila ng mga game ko and financial.
3 3 Oo naman, sila ang nag bi’bigay sakin ng mga gamit na kailangan ko.
4 Yes, binibigay nila yung kailangan ko para mas ma pag tuunan ko ng
4
5 pansin yung sport ko na yun.

19
 6 5 Opo
7 6 Yep
8 7 Oo, buong buo ang suporta nila sakin bilang athlete.
9 8 Oo
10 9 Yes
11 10 Yes po

This question is asked to determine if your parents agree to support you for being a

student athlete, what kind of support they give to you. You simply answer this with yes or no.

Table No. 4

Question No. 4: How does being a varsity affect your studies? In what way?

Line Respondents
Answer/s
No. No.
1 Ano, yung ka pag kunyare may mga quizzes at activities minsan kapag
2 1 may trainings pinasasabay tapos hindi mo nakukuha kaya naaapektuhan
3 yung grades ko.
4 Ka pag meron quizzes exam then nasasabay sa training tapos yung pag
2
5 time management.
6 3 Minsan mahirap, minsan madali. Time management ganon.
7 Naaapektuhan sya kasi minsan na e’excuse kami para sa training kaya
4
8 nakaka missed kami ng mga activities.
9 Yung kapag oras ng training ganon tapos kailangang gumawa ng
10 5 assignments tapos pagod, minsan hindi na nagagawa nakakatulog na
11 agad.
12 6 Ano, nagiging inspirasyon ko yung volleyball sa studies ko.
13 Yung ano, oras syempre. Kasi sa training pa, sa training tapos mag aaral
14 7 ka pa tapos sa gabi pag uwi mo mag aaral ka pa ulit. Yun talaga yung ma
15 ka ka affect sa studies ko.
16 8 Mas nahahati yung oras naming sa pag aaral at training naming.
17 9 Kapag maraming gawain sa school tapos may training kami.
18 Kapag may assignment ka tapos di mo magagawa kasi kinakain ng
10
19 training yung oras.

20
 This question is asked to determine what kind of academic problems did you encounter?

Are you able to handle this kind of situation or just let your grades fail? You simply state you

answer to this question.

Table No. 5

Question No. 6; How do you balance your time in studying and practicing?

Line Respondents
Answer/s
No. No.
1 1 Ayun, wala naman.
2 2 Yes, meron
3 3 Oo pag kai ne;excuse ka hindi ka maka attend sa mga quizzes ganon.
4 Wala naman ako nagiging problema masyado pero minsan meron din
5 4 tulad ng ano, minsan na mi’missed ko yung ibang subject na kailangan
6 na kailangan.
7 5 Minsan
8 6 Wala naman kasi na ba’balance ko yung time ko.
9 Oo syempre minsan meron kaming whole day, whole day training kami,
10 kaya hindi na kami nakakapasok sa school kumbaga marami kami na
7
11 mi’missed na activities tsaka mga discussions kaya nakaka affect talaga
12 yung training sa studies naming.
13 8 Hindi naman, wala naman.
14 Yes, kasi madalas gabi na umuuwi wala ka ng time para sa academic
9
15 performance.
16 10 Sometimes

This question is asked to determine if the student athlete encounters any school problems

whenever there are trainings. The academic problems may be school activities, home works, and

projects that they are not able to submit on time due to their trainings.

Table No. 6

Question No. 6: How do you balance your time in studying and practicing?

Line Respondents Answer/s

21
No. No.
1 Ano, kapag after trainings nagtatanong ako sa mga kaklase ko yung mga
2 1 activities tapos gagawin ko. Ayon kailangan lang talaga ng “time
3 management”.
4 Minsan ka pag may training may dala akong reviewer then nagbabasa
2 basa then laro tapos pag ka uwi.
5
6 3 Time management, sa umaga nag aaral sa gabi naman nag te’training.
7 4 Time management lang.
8 5 Kapag study, study lang. kapag training, training lang ganon.
9 6 Time management po.
10 Syempre pag gusto mo talaga, talagang magagawa kumbaga kung gusto
11 7 mo mag aral syempre mag aaral ka. Pag uwi mo galing training mag
12 aaral ka. Talagang kailangan eh kaya gagawin mo.
13 Nakiki pag communicate ako sa mga kaklase ko tsaka nag papatulong
8 din ako pag di ko alam yung gagawin.
14
15 Ano, inaalam ko lang yung goal ko. Nag pa plan ako ng mga gagawin ko
9
16 ganon.
17 10 Time management talaga kailangan, para ma balance.

This question is asked to determine how the student athletes were able to manage their

time properly. How the students balance their time in academic performances? The researchers

want to know their strategy in terms of managing their time.

Table No. 7

Question No. 7: What do you do when you are having a problem when it comes to our

academic performance?

Respondents
Line No. Answer/s
No.
1 Ayon, kinakausap ko yung mga teachers ko tapos ano, hihingi
1
2 ako nang mga special projects.
3 Kinakausap ko yung teacher ko about don, then nang hihingi ako
2
4 ng special project minsan naman quiz.
5 3 Nag dadasal ako saka naghahabol ganon.

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 6 Gagawin ko ang lahat para ma overcome yung problem na yon.
4
7 Saka nang hihingi ako ng tulong.
8 Mag e’excuse muna ako a training tapos focus muna sa
5
9 academics.
10 6 Mag pa patulong po ako sa mga classmates ko po.
11 Ang ginagawa ko, humihingi ako ng mga tulong sa mga kaklase
12 7 ko na alam yung mga lessons kapag may exam or performance sa
13 school.
14 Nag tatanong ako sa mga top, sa mga honor sa room nag
8
15 papatulong ako sa kanila.
16 Ano, nag re’recall at nag tatanong ako sa mga teachers and
9
17 classmates.
18 Ayon nag hahabol, tapos nagtatanong ako sa mga teachers ko
10
19 saka mga classmates ko.

This question is asked to determine on how student athlete can give attention to

their trainings, but the consequence is you might not able to do your tasks in school.

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 CHAPTER IV
Summary, Conclusion, and Recommendation

Summary

All of the respondents stated that they have an experienced to be a varsity in their

previous school. On asking why they chose to be part of a varsity team, 7 of the respondents

stated that they chose to be part of varsity because playing sports are their passion and to

continue playing the sport that they want as well as to enhance their playing skills and social

skills and to gain more experiences. 1 respondent said that she is happy playing sports that is

why she wanted to be part of varsity team. 1 respondent stated that he wants to be part of varsity

team to bring the name of the school and to present the name of the school. And 1 respondent

stated that he joined the varsity team to help him in studying because of the scholarship that he

have. On asking if their parents supported them for being a school athlete, all of the respondents

stated that they are all supported by their parents for being a student athlete. 3 of the respondents

stated that their parents supported them by giving the things that they needed and they are fully

supported to them. And the 1 respondent stated that his family shows support by watching game

to him.

On questioning them about how being a varsity affect their studies, 8 of the respondents

stated that they all have the same problem when it comes to balancing their time during their

trainings and academic tasks. 1 respondent stated that sometimes it is hard for him but sometimes

he can handle it easily. And the 1 respondent stated that playing volleyball becomes her

inspiration for her studies. On asking them if they encountered any school problems in terms of

academic concerns because of trainings, 4 of them said yes because due to their trainings, they

missed a lot of school tasks like quizzes, activities, etc. Also 4 of them stated that they did not

24
experience any school problems. And 2 respondent stated that, they only encountered school

problems sometimes. On asking them how did they balance their time in studying and practicing,

8 of them stated that time management is the thing that they do balance their tasks as a student

and as an athlete. 1 respondent said that he communicate with his classmate to ask for help if he

did not know what to do. And 1 respondent stated that he just only aiming his goal so he will not

getting disturb while studying. On the question about what did they do when they are having a

problem when it comes to their academic performance, 6 of the respondents said that they are

asking for help to their classmates to teach them on what to do and they also asked help to their

teachers to know the lessons that they missed and to ask for considerations like special quizzes,

projects, and activities. 1 respondent said that he only do is to pray. And 3 respondent stated that

they asking excuse to their trainings so they can give their attention and focus to their academics.

Conclusion

The purpose of this phenomenological study is to discover the struggles of the student athletes in

balancing their academic and athletic time. Base of the findings of the study, the researchers

therefore conclude the following:

1. All of the student athletes says that they’ve experienced being an athlete on their

previous schools.

2. some says that they chose to be a part of a varsity team to gain more experiences

according to their sports and some says that being part of it may enhance their skills. One

respondent stated that he wanted to help and to represent the school.

3. All the respondents are supported by their parents. Three of the respondents says that

they’re supported financially, even the materials that is needed to that sport.

25
 4. The academic performance of each athlete was being affected by their trainings. The

quizzes, activities and projects that they’re not able to submit that causes a grade impact to their

grades. But some of the respondents have their own strategy on how to cope with it.

5. 6 of the respondents says that they are encountering school problems because they are

sometimes call and excused by their coach and they did not manage their time well but the other

respondents says that they can balance their time against academic and being athletic.

6. Nine of them said that they are able to manage their time but only one of the

respondents doesn’t manage his time in school and in trainings. He’s just sticking on his training

sometimes, and studies if necessary.

7. The respondents or the student athletes says that their doing an action regarding to

their missed activities or task in school. Some of them are asking to their classmates and teachers

and asking for help. Only one says that he is praying whenever there are problem like this.

Recommendations

The results of this study has been recommended by the researchers to the following person:

1. The student athletes should know on how to manage their time properly.

2. The students should give motivation and inspiration about sport activities.

3. The aspiring athletes need to manage their time well and become afraid to neglect their

academic performances.

4. The teachers guide needed if one of his and her student who are participating in a

varsity team to manage their time and academic time.

5. The school can have more varsity player if they can achieve the student how to manage

their time equally.

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 6. The future researchers will understand and gain more knowledge about this study. It

will serve as their guide and other source of information that they may face in the future.

27