DLSU Research Congress 2021

De La Salle University, Manila, Philippines

July 7 to 9, 2021

Stress and Coping Strategies of College Student-Athletes

Jennifer V. Ines
De La Salle University
[email protected]

Abstract:

Student-athletes experience enormous amount of stress due to the nature of

the roles that they play. Being a student, one has to deal with the demands of
academics- attending regular class hours, studying for tests, submitting projects,
working together with their groupmates on certain tasks, etc. As an athlete, one also
needs to attend to athletic responsibilities such as long hours of training, local and
international competitions, etc. Balancing these roles can be quite challenging. Stress,
when not managed effectively may result to negative consequences to a person’s
physical and mental health.

The study sought to shed light on college student-athletes’ unique experiences

of coping with the stresses brought about by their dual role of being student and
athlete. It aimed to describe the different kinds of stress that student-athletes
experience in their daily lives. More importantly, it aimed to investigate on the types
of coping mechanisms that student-athletes employ in order to manage their stresses.
Findings reveal that stress experienced by athletes come in the forms of interpersonal
stress, academics-related, athletics-related and family financial stress. Results also
show that athletes employ both vigilant and cognitive avoidance coping in managing
their stress.

Key Words: student-athletes; stress; approach coping; avoidance coping

1. INTRODUCTION students.

College is one of the most stressful and

Student-athletes are important members of a challenging periods in a students’ life. The transition
school community. They are ambassadors of the from high school to college brings about new forms of
university to athletic events and competitions which stress that students have no choice but to become
bring pride and inspiration to the entire school familiar with. In order to be successful, they must
community. They are often looked upon by members learn to effectively manage stress. Some of the
of the school community and are often expected to be common stressors of college students are academic
role models. However, despite the positive image they pressure, financial concerns, poor self and body image,
portray, they are considered as a vulnerable group lack of leisure activities, problematic living
(Yang, et al., 2007; Wilson and Pritchard, 2005). Being arrangements, and relationships with family and
a student in a university, student-athletes’ primary friends and poor quality of sleep (Chow and Flynn,
task is comply with academic requirements so that it 2016). While these stressors are experienced by
will lead them to earning a degree (NCAA, 2019). They college students in general, there are other forms of
are usually mainstreamed with the rest of the student stress that are unique to student-athletes which
population so that they can focus on their primary role multiplies their stress to higher levels. Stress, if not
of being a student. Thus, they are not exempt from the managed properly, may lead to physical, emotional
normal stresses that students experience in college and mental health problems (WHO, 2004).

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De La Salle University, Manila, Philippines
July 7 to 9, 2021

Some of the stresses that student athlete’s coping referred to moving away from the stressor such
experience include problem in balancing time, missing as mental escape, feeling like giving up, learning from
classes due to athletic engagements, burnout, fear of the experience and moving on and focusing on the next
failure, dealing with team mates, anxiety, depression task at hand (Albedalhafiz, Altahyney and Al-Haliq,
and self-esteem issues (Wilson and Pritchard, 2005). 2010; Khrone, 1989). People are known utilize both
Furthermore, student-athletes often worry about strategies yet some are more inclined to use one over
getting physical injuries, experience pressure during the other depending on the kind of threat they
competitions including that coming from spectators, experience (Khrone, 1989).
and experience conflict with coaches and referees
while in competitions (Abedalhafiz, Altahyneh and Al- The current study aims to investigate on the
Haliq, 2010). student-athletes’ unique experiences of stress. It also
aims to explore on the different coping strategies that
A review of related literature on student they use in order to manage the stresses that are
atheletes’ stress by Lopes, et al. (2020) identified two brought about by their challenging role of being a
main sources: 1.) academic stress and 2.) athlete student and an athlete at the same time. The study of
stress. Academic stress refer to pressures brought student-athletes’ experiences of stress, as well as their
about by maintaining certain GPA in order to keep coping strategies is relevant in determining proper
their scholarship and keeping up with school interventions that will allow them to manage their
requirements (i.e. homework, exams, projects, etc.) stress levels better. Being able to manage stress is
while having intense daily trainings. About 86 – 95% detrimental for athletes to succeed. When stress is not
of student athletes experience stress related to their managed effectively, it can have negative impact on
academics (Humphrey et al., 2000). Records show that an athletes’ physical health, mental health, as well as
student athletes usually experience the highest levels their cognitive and brain functioning, (Shankar and
of stress during periods when academic demands are Park, 2016, NCAA, 2019). Thus, it is not surprising
great, causing them have sleep problems, become that athletes become predisposed to emotional
more prone to injuries and experience mental health distress and symptoms of mental health problems
problems (Hamlin et al. (2019). Athlete stress pertain which include feelings of tiredness, nervousness,
to the stress they experience that are related to their
hopelessness, sadness, depression, effort and
cohort (i.e. sport-specific, individual or team sports).
worthlessness (Chow and Flynn, 2016; Yang, et al.,
This includes physical training demands, competition
2007; Wilson and Pritchard, 2005). Student-athletes’
schedules (e.g., travel time, missing class), dealing
high levels of stress has detrimental effects on their
with physical injuries, sport-specific social support
physical health, sleep, academic performance, and
(i.e. relationships with teammates, coaches) and
mental health (Slingerland, Durand-Bush, Rathwellm
playing status (i.e. starting, non-starter, bench time,
2017; Kohs, 2015). At the worst case, untreated
etc.). In addition to academic and athletic related
mental health problem can result to suicide (WHO,
stress, athletes also often negative and unsatisfactory
2004).
relationships with their teachers, classmates, coaches
and fellow-athletes (Humphrey et al., 2000;
Papanikolaou et al., 2003). This is further aggravated
by stigma coming from faculty and students 2. METHODOLOGY
associating student-athletes with negative academic
behaviors (Simons & Bosworth, 2007). The study made use of phenomenological
approach in qualitative research which allows the
Research shows that coping styles utilized by researcher to investigate on the unique lived
university student-athletes can be categorized based experiences of a phenomena by individuals and
on the vigilant and cognitive avoidance coping style describe its essence based on the participants’
framework (Khrone, 1989). Vigilant coping, (also depictions of the phenomena (Creswell, 2014).
referred to active or approach coping) reflects moving
towards the stressor in an attempt to resolve it. A total of seven (7) student-athlete participants,
Examples of this that were thinking about the five (4) females and three (3) males, with ages 20 to 22
unpleasant experience, becoming enthusiastic in years were recruited for the study. Participants’ year
overcoming the problem, arguing, analyzing the levels range from second year to fifth year college. All
problem and finding out more information about the participants are currently enrolled in an academic
problem. On the other hand, cognitive avoidance program and are actively participating in university
athletic sport program for atleast a year. They are
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De La Salle University, Manila, Philippines
July 7 to 9, 2021

receiving either partial (50%) or full (100%) Student-athletes often described experiencing
scholarship from their university, fulfilling a academic-related stress. They mentioned that they
minimum grade requirement of 1.6 (GPA) to maintain often do not have enough time to study for a test and
their scholarship. Four (4) participants are playing being too exhausted from training to keep studying.
under individual sports category (i.e. fencing, lawn They experience pressure in maintaining grades for
tennis) while three (3) are in team sports (basketball, their scholarship or for merit such as dean’s list,
baseball and football). Snowball or referral sampling pressure in meeting deadlines for academic
technique was utilized in recruiting the participants requirements, and missing out on classes due to
in the study until enough sample was achieved based trainings for national competitions. It is common that
on the minimum number of participants required for they have difficulty finding a balance between
the project. academics and sports. One male student-athlete
reported:
The current study was a preliminary step in a
proposed program development project for student “Two years ago, it was the time when my load
athletes done in 2019. Approval was sought from the was heaviest. Academic demands were heavy. I
university’s research ethics committee before data was working on my thesis, was enrolled in some
gathering. Informed consent was read and discussed
other subjects and at the same time it was our
individually to the participants before the interviews.
Once written consent was given, the researcher sports season, so I had to do a lot of training. After
collected data through individual interviews using a training I have to immediately work on my
self-made semi-structured interview guide which thesis.”
includes questions on demographic data such as type
of sport, years of service as an athlete, etc., the kinds The findings in the current study provides
of stress that they experience and their coping support to previous studies that identified academics
strategies in managing the stresses they experience as stress as one of the top two stressors that student-
being both an athlete and student. athletes experience (Lopes, et al., 2020). Academic
stress is often experienced by student-athletes during
Data was analyzed using Hesse-Biber and periods of high academic demands. Oftentimes. It is
Leavy’s (in Mertens, 2010) step-by-step procedure in also in the same period wherein many student-
qualitative data analysis. This consist of 3 phases: 1.) athletes experience injuries and mental health
Preparing data for analysis wherein raw data was problems (and academic-related stress were often
transcribed in verbatim; 2.) Data exploration which (Hamlin et al., 2019).
involved reading, ‘memoing’ or taking notes of
participants’ responses and how they relate to one Student-athletes also reported athletic-related
another; 3.) Data reduction which includes selecting stress. This includes stresses that they experiences in
parts that will be included in the coding process. relation to the demands of their sport. They are not
Participants’ responses were content-analyzed using allowed to miss out any training without very valid
conventional data analysis strategies, were coded and reasons, otherwise there will be consequences (such as
grouped together into aggregate themes. Exemplar not being given play time, being mistrusted by their
statements were chosen to best describe the findings. coach and being excluded from the national team).
One female student-athlete mentioned that the only
3. RESULTS AND DISCUSSION times one can be excused for a training is when
someone died or one is hospitalized. Another
3.1 Student-athletes stress mentioned that there are times that not even illness
can be used as an excuse to miss out on training:
Student-athletes’ experiences of stress were “Nagte-training po kahit may sakit. Yung
categorized into four types namely academic stress,
athletic-related stress, interpersonal or relationship- lagnat po or matinding ubo po or matinding sipon
related stress, and financial stress which supports po. Pero nasanay na din po ako kasi yung dati
previous findings on stressors experienced by student- kong senior nagsabi kung bakit di daw ako
athletes (Abedalhafiz, Altahyneh and Al-Haliq, 2012; magtetraining porke’t may sakit daw ako, dapat
Chow and Flynn, 2016; Yang, et al., 2007; Wilson & magtraining daw ako. Kahit parang di ko na
Pritchard, 2005). talaga kaya, fino-force po nya ako. Nagalit nga po

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De La Salle University, Manila, Philippines
July 7 to 9, 2021

mama ko eh… pero naiintindihan ko naman po reported that at one point, she was offered by a
kasi siguro part talaga yun ng pagiging athlete na groupmate to be included in the group project even
magsacrifice ka kahit may sakit ka.. na gawin mo without necessarily participating just so the rest of the
group can proceed in working on the task without the
kasi para din naman sayo yun. (We train even if
hassle of meeting up with a student-athlete: “Basta
we are sick with fever, severe cough or severe isulat mo nalang pangalan mo dyan, kami na ang
colds. But I’m used to it because my former senior bahala!” (Just write in your name there and we’ll take
asked why I am not training just because I am care of the rest). One athlete suggested that even
sick. She said I should train even when sick, even professors sometimes treats student-athletes badly:
if I think I cannot take it anymore, she forced me. “Mafefeel mo talaga hate nila ang athletes.”
My mother got angry for this… but I understand
Such findings provides support to the notion that
that this is just part of being an athlete. student-athletes experience relationship problems
Sometimes you need to sacrifice even when you and stigma from their teachers and peers (Humphrey
are sick, because it is also for your own good.)” et al., 2000; Papanikolaou et al., 2003; Simons &
Bosworth, 2007). This may have something to do also
One female athlete explained how heavy the with the fact that they often miss out on class
pressure is to win and perform well during discussions due to frequent traveling and training
competitions. She mentioned “just seeing the banners causing them not only to lag behind in academics but
outside the building already makes me so nervous.” also to be socially isolated.
Others mentioned about lack of proper equipment for
A source of stress that has not often been
their sport. Some sports are prioritized over others
described in literature is the family financial stress
which leaves some teams with poor equipment. There
that some athletes experience. All the athletes
were also some mentions of not enough time to train
included in the study are considered scholars which
with their coaches because athletes who compete for
means that they are enjoying free tuition fees. Some
national competitions are given priority.
of them reported family problems concerning money
The current findings provides evidences that which shows that socioeconomic status of student-
along with academic stress, athletic-related stress is athletes may have something to do with their stress.
also a major concern among student-athletes (Lopes, One female athlete illustrated this:
et al., 2020). Athletic stress results from having
unique experiences by athletes when they are
“Isa po sa mga distractions ko, yung financial.
performing or training with their fellow athletes. Unstable po. Kasi yung mommy ko ngayon
Examples of these are physical demands of training, maraming binabayaran so iniisip ko kung paano
not being able to attend classes, traveling, injuries, baa ko makakatulong. Kaso sabi ng mama ko
and playing status. focus lang daw po muna ako sa pag-aaral, kaso po,
talagang gusto ko po sanang makatulong. Family
Student-athletes reported interpersonal stress
brought about by family conflicts especially those who financial problems. (One of my distractions is my
are pressured to perform well in school and in their financial. [Our finances are] unstable. My mom
sports. Some who are living away from their families has a lot of bills to pay and I keep thinking how I
experience homesickness. Depending on how far their can help her. However, my mom said I should
provinces are, they only get to see their families on focus on my studies even if I really wanted to
limited occasions. Some reported that being an
help.”
athlete separates them from the rest of the world
which makes them miss out on most social events with
friends and families. Relationship problems extend in 3.2 Student-athlete’s coping
their classrooms. They experience being isolated in
group works as non-athlete classmates do not want to Student athletes made use of both vigilant and
work with them due to difficulty finding common time. cognitive avoidance coping. Examples of their vigilant
They often get stereotyped as “bobo” or “walang alam” coping include time management; talking things out
(dull), “tamad” (lazy) or “free loaders” by their with their team mates; attending to the needs of other
classmates which contributes to why they feel that athletes; staying focused on their task; making sure
others avoid them. One female student-athlete they had enough time to sleep; resolving

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De La Salle University, Manila, Philippines
July 7 to 9, 2021

disagreements; positive self-talk; studying hard; “It makes me sad at night, I just lay in bed and
motivating others to study; seeking help from coaches/ wonder did I really live up my college life
superiors/ counselor; prioritizing their academics and dedicating so much to the sport, unlike everyone
living by good example so that others will follow them.
else, they get to join orgs, other activities,
One female student-athlete gave an exemplar
description on this: meeting so many people. I barely know anyone
except other athletes. College is supposed to be
“Gigising po ako lagi ng 6am to 7am po para the years that you establish a lot of connections,
magprepare. Nakaprogram na po kasi ang but I can’t do that because I’m busy. I just tell
schedule ko, Every Monday, Wednesday and myself ‘ginusto mo yan’ (That is what you
Thursday, kailangan magtetraining po ako until wanted). Scholarship keeps me going. There’s
12 noon. Tapos po kain na po ako, Siguro yung also pride in saying that I’m an athlete. It makes
rest ko lang po mga 1 hour and 30 minutes tapos you think that you have your life together, but
po nun pasok na po ako hanggang 6pm. Tapos then deep down, it’s really sad. It’s okay, I know
after po nun daily struggles po like mahirap po what I signed up for. But there are just times
sumakay, siksikan po sa LRT, so kahit pagod ka when it makes me sad.
na, pag ginagawa mo po yun, parang in the long
run, masasanay nalang din po yung katawan ko Cognitive avoidance coping has also been
na kahit na mahirap sumakay, sige go lang para observed among the student-athletes. Some of the
examples given were directly related to academic-
makauwi. Tapos pag dating pa po sa bahay, sabi
related stress. One female athlete implied that she
ko- ano bayan may gagawin nanaman ako kasi tends to stop and just cry in the bathroom if she thinks
may mga assignments po ako, projects, tapos may she is not improving, which another example of
mga times na may iuuutos pa po yung mama ko avoidance is coping. Another athlete mentioned that
na magwalis ka muna, pero ok lang naman po sa he and his fellow athletes prefer sports over
kin yun, di naman po ako nagrereklamo. It’s part academics, thus they try to avoid doing academic-
related tasks by purposely coming late to class and
lang naman ng lahat. Nasa tao po yun. Dun ka po
free-loading in group works. Some athletes resort to
nag-gogrow. (I wake up between 6am to 7am to spending more time in gaming or working out in the
prepare. My day is usually programmed. Every gym just to avoid academic tasks. Similar reports were
Monday, Wednesday and Thursday, I need to recorded by (Abedalhafiz, Altahyneh and Al-Haliq,
train until 12 noon. Then I eat I get to rest for 1.5 2010) that athletes make use of escapism as avoidance
hours and then I attend classes until 6pm. I then coping.
deal with daily struggles of commuting home.
Even if I am tired, I still pursue because if I do
4. CONCLUSIONS
that, in the long run, my body will get used to it. Student-athletes experience a wide array of
I just tell myself, just go so you can reach home, stress related to fulfilling their challenging roles as
when I reach home, I say I still have things to do university student and athletic ambassador of their
because of my assignments, project. Then there schools. These have to do with interpersonal stress,
are times that my mom will ask me to sweep the academic, stress related to athletics and financial
stress. Stress can have detrimental consequences on
floor, but it’s okay, I am not complaining. It’s just
student-athletes academic and athletic performance,
part of all these. It all depends on the person. That cognition, behavior, emotions and overall wellbeing. If
is how you grow.” neglected, it can take a toll on ones’ mental health.
Student-athletes also make use of a variety of coping
Although vigilant coping allows individuals strategies which can be classified as approach or
to deal with stressful situations actively, for student- avoidance coping (Khrone, 1996). Although approach
athletes, vigilant coping does not necessarily mean coping is often more favorable because it makes a
that it is an effective way of coping as shown in one student-athlete face stressful situations actively in
the student athlete’s example who tended to ruminate the hopes of resolving a problem, not at all times do
on his stressful experiences at night: they employ effective strategies. Findings in this
study provide useful information that can help schools
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develop interventions on helping student athletes cope

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