Page |1

DUAL ROLE OF STUDENT-ATHLETES

Dual Role of Student-Athletes D

______________________________________________ N

A Research Proposal
Presented to the faculty members of J
Don Jesus Gonzales High School
E
Pandacaqui, Mexico, Pampanga
S
____________________________________________
U

In Partial Fulfillment of the S

Requirements for Senior High School
General Academic Strand
G
Practical Research 1
ON

Z
CINCO, William Angel O.
JULIAN, John Lloyd N. A

PINEDA, John William M. L

AGUILAR, May Anne G. E
GOMEZ, Lady Ann
S
PINGOL, Alyssa S.
RELENTE, Rhaxia Angel Mhae Y.
H
TULIAO, Daniela May I.
S

June 2023

ACADEMIC/GENERAL ACADEMIC STRAND

 Page |2

DUAL ROLE OF STUDENT-ATHLETES

TABLE OF CONTENTS
D

Approval Sheet ……………………………………………………………………. i O

Acknowledgement ………………………………………………………………… ii N

INTRODUCTION

Background of the Study ………………………………………………………… J

Conceptual/ Theoretical Framework ……………………………………………... E

Statement of the Problem ………………………………………………………… S

Significance of the Study ……………………………………………………….... U

Scope and Limitations of the Study ……………………………………………… S

Definition of Terms ………………………………………………………………

Acronyms ………………………………………………………………………... G

METHODOLOGY ON

Research Design ………………………………………………………………… Z

Respondents and Sampling Method ……………………………………………. A

Instrument ………………………………………………………………………. L

Data Collection Procedure ……………………………………………………… E

Ethical Consideration …………………………………………………………… S

REFERENCES …………………………………………………………………

APPENDICES H

Letter of Approval ………………………………………………………………. S

Research Instrument …………………………………………………………….

ACADEMIC/GENERAL ACADEMIC STRAND

 Page |3

DUAL ROLE OF STUDENT-ATHLETES

INTRODUCTION D
Regular students, athletes, and student-athletes all have unique characteristics. A O
regular student is an admitted person enrolled in a degree program or institution that has
N
requirements that must be met in order to complete the program. An athlete is someone
who has received training in or demonstrated proficiency in exercises, sports, or games
demanding physical stamina, agility, or strength. In contrast, a student-athlete is a full- J
time or part-time student who also takes part in an organized competitive athletic
E
program that the university offers.
S
A student-athlete is an individual who participates in organized sports as part of
an educational institution. This includes both interscholastic (middle and high school) and U

intercollegiate (college and university) athletics. Student-athletes must balance the S

demands of schoolwork and training to perform up to the standards of their team and
institution. Student-athletes often receive physical and mental support from their schools
and coaches to help them excel in the classroom and on the field. Furthermore, student- G

athletes have a unique academic experience that often involves juggling a busy and ON
intense sports-related schedule while also balancing school's academic requirements.
Z
Student-athletes are often provided with academic support such as tutors, more flexible
scheduling, and additional services to help them stay on top of their studies. Additionally, A

student-athletes often have a strong camaraderie through their teams that encourages and L
facilitates academic success. Athletes experience school differently than other students
E
due to the student-athlete's dual responsibilities. Because of the presence of specialized
academic centers and resources for student-athletes, there is frequently a separation S

between student-athletes and other students on campus (Robin & Moses, 2017).

Moreover, some particular strains and difficulties may result. The purpose of H
this study is to explore the difficulties associated with juggling rigorous academic
S
requirements with high-level sport. Nine outstanding student-athletes (three females and
six males) participated in semi-structured interviews about how they managed the
demands of their training and competition with the academic requirements of their

ACADEMIC/GENERAL ACADEMIC STRAND

 Page |4

DUAL ROLE OF STUDENT-ATHLETES

program of study (Gomez et al., 2018). Sports participation developed and enhanced the
academic skills of student-athletes in terms of academic excellence, self-discipline,
D
cognitive skills, and class participation. However, being a student-athlete and balancing
life is not simple. It requires juggling academics, athletics, and social life. Swimmers O
struggle more than most since not many people view them as student-athletes. The
N
answer to the question of how swimming countless laps on a regular basis will benefit a
child is everything. While it is simple to identify the skills needed for work, self-
confidence must be learned through difficult battles and satisfying successes. One's own J
fearless spirit serves as the instructor. When two athletes or two teams of equal talent
E
compete, motivation is the deciding element that determines who wins. They are driven
S
by motivation, which keeps them focused on winning and inspires them to excellence. In
addition, the level of greatness and how strongly one wants to succeed might be U
influenced by the amount of motivation. One's potential will be just as high as the drive,
S
but one will not be able to do anything if one doesn't have enough willpower or drive.
Athletes are motivated by desire, which also causes them to practice harder and gives
them the power and determination to overtake opponents when it matters most. There G
isn't a single sports champion who wasn't fiercely driven to win and achieve.
ON
This study's objective was to explore the academic performance of student- Z
athletes through a structured interview that covered a range of topics, including the
A
pressures of today's sports, recruiting, and decision-making environments. Many students
feel extremely competitive because ultimate is a sport that frequently features severe L
competition. While there is no denying that competing can help people achieve their E
goals, this shows that competing can also provide significant personal difficulties for
S
student-athletes, particularly when it comes to recruiting and making decisions.
Moreover, the study of student-athlete academic experiences is important for several
reasons, including ensuring academic success, supporting their holistic development, and H
promoting equity in educational outcomes. Investigating their academic experience can
S
aid in the identification of disparities and the promotion of equity in academic outcomes.
It can assist educators and administrators in better understanding how academic success
affects other aspects of their lives, such as mental health, social relationships, and overall

ACADEMIC/GENERAL ACADEMIC STRAND

 Page |5

DUAL ROLE OF STUDENT-ATHLETES

well-being. According to Gayles and Baker (2015), the transition of a high school student
athlete to a college student-athlete, the challenges faced by students dealing with the loss
D
of their high school athlete identity, and the growth of identity and leadership among
student-athletes are also covered. O

According to Rubin and Moses (2017), the findings of this study is to explore the N
athletic academic subculture among student-athletes at the Division I level and the role
the athletic academic center and special resources play in cultivating a separate culture
J
from the campus culture. Also, according to Harris et al. (2015) the findings of this study
is to describe the experiences of three Black male student athletes who successfully E
manage their academics and athletics while in high school. Several themes deemed S
critical to this process are noted. Therefore, according to Parker et al. (2016), these results
U
of the benefits of an attribution-based motivation treatment for vulnerable student-
athletes in terms of perceived course success, performance, and persistence in making the S
transition from high school to college. However, according to Di lu, et al. (2018), the
findings of this study was to gain insight into organizational and individual characteristics
G
associated with identity salience, by examining student-athletes across universities; and
shed light on situations of identity salience and conflict for student-athletes. However, ON
according to Rubin and Moses (2017), student-athletes have a different college Z
experience than the general student population due to specialized academic centers and
A
resources. Teams have their own unique academic subculture that influences each
student-athlete's academic pursuits. However, according to Gomez, et al. (2018) the L
findings of this study is to look at the difficulties of balancing scholastic requirements E
with high-level sport. Semi-structured interviews were conducted with nine elite student
S
athletes (six males and three females), and the findings indicated that everyone had
created a unique strategy for managing their training. The necessity of honest coach-
athlete communication, thorough planning, and proper recovery were the main H
conclusions. Additionally, according to Cooper (2016), the findings of this article is to
S
present a series of strategies and recommendations for enhancing black male student
athletes' educational experiences and holistic development at postsecondary institutions
in the U.S. Moreover, according to Brecht and Burnett (2019), the findings of this study

ACADEMIC/GENERAL ACADEMIC STRAND

 Page |6

DUAL ROLE OF STUDENT-ATHLETES

is to enhance the resources designed to improve the academic performance and
persistence of student-athletes. And, according to Haslerig (2018), this finding discusses
D
graduate and graduated student athletes’ college experiences, offering lessons for student
affairs practitioners. Also, according to Gayles, et al. (2018), this finding discusses the O
prevalence of mental health problems on college campuses, as well as some of the most
N
common concerns for student-athletes and barriers associated with underutilization of
mental health resources. Therefore, according to Cooper and Hall (2016), the findings of
this article is to describe how a mixed methods approach was employed to acquire a J
better understanding of Black male student athletes’ experiences at a historically Black
E
college/university in the southeastern United States. Next, according to Newell (2015),
S
this result culminates in a table that combines findings from previous studies into a set of
suggested practices for academic advisors working with international student-athletes and U
According to Brown, et al. (2015), the findings of the study is to presents an exploration
S
of the transitional experiences of these individuals at a specific British university. Also,
according to Gayles, et al. (2015), this finding discusses the transition from high school
to college for student-athletes. Thus, according to Firth-Clark, et al. (2019), this finding G
addressed this issue by measuring the outcome of academic grades in these three core
ON
areas. Also, according to Kamatsu, et al. (2016), student-athletes may need academic
Z
support and cognitive rest. Secondary school athletic trainers (ATs) are in a unique
position to manage concussions by collaborating with school professionals and providing A
medical treatment. The implementation of return-to-learn initiatives in secondary schools,
L
however, is not well understood. Thus, according to Shirley, et al. (2022), the implication
E
is to provide institutions with strategies to improve access and participation to HIPs for
student-athlete cohorts in their context. Moreover, according to Muñoz-Bullón, et al. S
(2017). This finding examines the effect that participation in extracurricular sporting
activities has on academic performance among students in higher education. Furthermore,
H
Moses (2017), these findings examine that student-athletes have a different college
experience than the general student population due to specialized academic centers and S
resources. However, according to Valbuena and Dalman (2015), the findings of this study
is the Filipino athlete, how they engage with their sport and the influence in this process
of their cultural background and the way in which they construct their personal identity as

ACADEMIC/GENERAL ACADEMIC STRAND

 Page |7

DUAL ROLE OF STUDENT-ATHLETES

athletes. Besides, According to Pocaan (2023), this finding is a mixed method design to
examine discrimination experienced by selected LGBTQA intercollegiate athletes from
D
private and public higher education institutions in the Philippines. Also, according to
Blanco et al. (2019), the article assesses necessary on-going policy capacities and reforms O
which college basketball leagues undertake to achieve sound governance. And according
N
to Ignacio et al. (2017), sports participation and academic achievement have been debated
for decades, with some believing it hinders students' ability to excel. This finding
examined the relationship between sports participation and academic achievement of 36 J
randomly selected collegiate athletes. Also, according to Fernandez (2022), the findings
E
of this study is to determine the level of coaching proficiency of sports coaches and the
S
level of skill of student-athletes and according to Daing and Sinocruz (2022), this finding
was undertaken to determine the study habits and scholastic performance of junior U
student-athletes in Educational District IV. Therefore, According to Lobo et al. (2022),
S
this finding aims to determine the relationship between coaching commitment and
physical development of student-athletes from various public schools in Angeles City,
Pampanga, Philippines. Again, according to Quimbo (2023), this finding attempted to G
confirm that the existence of the time management variable can help boost the positive
ON
relationship between athletic participation and academic performance among 96 student-
Z
athletes in San Isidro, Leyte. Moreover, according to Patterson (2019), claims that this
essay evaluates the ongoing policy capabilities and reforms that college basketball A
leagues must implement in order to establish sound management. Finally, according to
L
Huml et al. (2019), the findings of this study is to overview these academic challenges
E
and provide potential remedies for universities and athletic department to assist student-
athletes during their educational journey, S

Additionally, the purpose of this study is to explore the athletic academic

subculture among student-athletes at the Division I level and the role of the athletic H
academic center and special resources and the purpose of this findings is to explore the
S
athletic academic subculture among student-athletes at the Division I level and the role of
the athletic academic center and special resources. Also, an attribution-based motivation
treatment can improve perceived course success, performance, and persistence for

ACADEMIC/GENERAL ACADEMIC STRAND

 Page |8

DUAL ROLE OF STUDENT-ATHLETES

vulnerable student-athletes in transitioning to college. Thus, this study aims to gain
insight into organizational and individual characteristics associated with identity salience
D
and shed light on situations of identity salience and conflict for student-athletes across
universities. However, Student-athletes have a different college experience than the O
general student population due to specialized academic centers and resources, as well as
N
their own unique academic subculture. Therefore, Elite student athletes have a unique
strategy for managing their training, which requires honest coach-athlete communication,
thorough planning, and proper recovery. Next, this article provides strategies and J
recommendations to improve Black male student athletes' educational experiences and
E
holistic development at postsecondary institutions. And This study aims to improve
S
resources designed to improve academic performance and persistence of student-athletes.
This chapter provides lessons for student affairs practitioners by exploring the U
experiences of graduate and graduated student athletes. Too, the chapter discusses the
S
prevalence of mental health problems on college campuses, as well as the challenges
associated with underutilization of mental health resources. Besides, A mixed methods
approach was used to gain a better understanding of Black male student athletes' G
experiences at a historically Black college/university. Also, an attribution-based
ON
motivation treatment can improve perceived course success, performance, and
Z
persistence for vulnerable student-athletes in transitioning to college. And, this suggested
practices for academic advisors working with international student-athletes, combining A
findings from previous studies. As well as that, this explores the transitional experiences
L
of individuals at a British university. Moreover, the transition from high school to college
E
for student-athletes is discussed. This study measured the outcome of academic grades in
three core areas to address this issue. Along with, Secondary school athletic trainers S
(ATs) are in a unique position to manage concussions by collaborating with school
professionals and providing medical treatment, but implementation of return-to-learn
H
initiatives is not well understood. Besides the Institutions should provide strategies to
improve access and participation to HIPs for student-athlete cohorts in their context and S
Participation in extracurricular sporting activities has a positive effect on academic
performance among students in higher education. However, Student-athletes have a
unique college experience due to specialized academic centers and resources. Even so,

ACADEMIC/GENERAL ACADEMIC STRAND

 Page |9

DUAL ROLE OF STUDENT-ATHLETES

the focus of this study is on the Filipino athlete's engagement with their sport and the
influence of their cultural background on their personal identity and This study used an
D
explanatory mixed method design to examine discrimination experienced by LGBTQA
intercollegiate athletes in the Philippines. Also, College basketball leagues must O
implement policy capacities and reforms to achieve sound governance. Adm This study
N
examined the relationship between sports participation and academic achievement of 36
randomly selected collegiate athletes. Next, this study aims to determine the level of
coaching proficiency of sports coaches and the level of skill of student-athletes. ‘Again, J
this study examined the study habits and scholastic performance of junior student-athletes
E
in Educational District IV. And This study aims to determine the relationship between
S
coaching commitment and physical development of student-athletes from public schools
in Angeles City, Pampanga, Philippines. Al though, the time management variable can U
improve the positive relationship between athletic participation and academic
S
performance among 96 student-athletes in San Isidro, Leyte. In addition, College
basketball leagues must implement policy and reforms to ensure sound management.
Finally, this study aims to provide solutions for universities and athletic departments to G
assist student-athletes in their educational journey.
ON

Z
Conceptual/ Theoretical Framework A

This research will utilize an Input, Process/, and Output Format. L

The frame one (1) is the input, consisted of academics, and sports participation. E

The frame two (2) shows the process, wherein the researchers will conduct an interview S
with student-athletes. The researchers will ask some questions to the target participants
for them to classify the output.
H
The frame three (3) is the output, will be presented the identified academics and sports
S
participation relates to the dual role of student-athletes.

The feedback will be stated whether the Academics and Sports Participation have a
significant role on Student-athletes.

ACADEMIC/GENERAL ACADEMIC STRAND

 P a g e | 10

DUAL ROLE OF STUDENT-ATHLETES

INPUT PROCESS OUTPUT

D
1. Academics -Creating an interview
-Balancing Studies question.
O
-Being able to catch up
lessons -Finding a target Academics and N
-Being flexible in school interviewee.
Sports
-Participation in free
time Participation
-Getting the interview done.
2. Sports Participation relates to the dual
role of student- J
-Time management -Analysing and interpreting
-activeness at sports of results athletes.
E
-participation in every
practice -Data Analysis
S

G
FEEDBACK
ON

Z
Figure 1. Conceptual Paradigm on the Academics and Sports Participation relates to
the dual role of student-athletes. A

Statement of the Problem L

This research will seek to explore the academic experiences of Student-athletes E

and the effects of being a student-athletes. S

Specifically, this study will seek to answer the following questions:

H
1. What are the positive and negative experiences that student-athletes are
experiencing inside the school? S

2. How do student-athletes manage to balance studies and sports?

ACADEMIC/GENERAL ACADEMIC STRAND

 P a g e | 11

DUAL ROLE OF STUDENT-ATHLETES

3. How does being a student-athlete affect your social life and relationships with
friends and family?
D
4. Has there been a moment when being a student-athlete makes everything feel
O
so doubtful and whether a student-athlete could continue having dual roles. If yes,
how did a student-athlete overcome that feeling? N

Significance of the Study

This study will be made to benefit the following. J

Student-athletes may help them to focus on what they are doing and may help E

them do better on the task that have given to them. S

Parents may help them to know what is happening to their children and may U
support their children in any way they can.
S
Teachers may become more aware on how student-athletes are doing, and may
help the student athletes to lessen the burden they have been carrying; and
G
Future researchers may provide ideas and future information in conducting the
ON
same on their own research.
Z
Scope and Limitation of the Study
A
The main goal of the study is to gather data from Student-athletes during the Don
Jesus Gonzales High School (DJGHS) academic year 2022-2023 in order to comprehend L

the value of athletes in educational environments. This study can provide answers to the E
dual role of student-athletes in field and at school. How student-athletes manage to do
S
both academics and sports.

Definition of Terms
H
Dual role- According to Knott (2016) The identity of student-athletes, there are
dual roles, that of an athlete and that of a student. Each role of being a student-athlete S

place a big role, your behavior needs to go along with it because it is necessary in the
environment of academic and sports. In this paper, dual-role mean full-time or part-time

ACADEMIC/GENERAL ACADEMIC STRAND

 P a g e | 12

DUAL ROLE OF STUDENT-ATHLETES

student of a university or college who also participates in an organized and competitive
athletic program offered by the school.
D
Time management- According to Claessens et al. (2007), these definitions aim at
O
achieving an effective use of time while performing certain goal-directed activities. In
this study Operational Time management means organizing your time intelligently so that N
you use it more effectively.
Physical Health- According to Koipysheva et al., (2018), Physical health is a
J
dynamic state characterized by the development of biochemical, physiological, and
mental processes that influence labor capability and human social activities. In this study E
Operational Physical health can be defined as the normal functioning of the body. S

ON

ACADEMIC/GENERAL ACADEMIC STRAND

 P a g e | 13

DUAL ROLE OF STUDENT-ATHLETES

METHODOLOGY D
Research Design O

The research design is phenomenological approach because the research will use N
interviews and observations of student-athletes. The main purpose of the research is to
explore the lived experiences of being a student-athlete and what the particular student
expresses towards the student-athlete. The intended objective of qualitative research is to J

gain a thorough understanding of social phenomena in their natural environment (Punch E

2005). Especially, Phenomenology is an intellectual engagement in meaning and
S
interpretations making that is used to understand the lived world of human beings
(Qutoshi 2020). U

Respondents and Sampling Method S

In this qualitative phenomenological study, the researchers will employ quota

sampling technique to identify the required respondents of the study. Quota sampling is G
similar to stratified random sampling which is a type of probability sampling. The only
ON
difference is that in stratified random sampling, the elements of sample are chosen
Z
randomly, but in quota sampling, it is not so (Bhardwaj, 2019). The participants will be
consisted of Grade 11 students who are participants of specific sports in Don Jesus A
Gonzales High School for the school year 2022-2023. Specifically, the researchers will
L
only select ten (10) samples from the given population.
E
The respondents who will be undergoing the interview sessions will serve the
S
parameters set by the researchers for the study. Particularly, the ten (10) respondents will
be composed of five (5) male and five (5) female student-athletes who are experiencing
different treatments from their teachers and classmates since the objective of the study is
H
to determine their experiences as a student-athletes.
S
Instrument

The researchers constructed a semi-structured interview questionnaire with five

questions, which will be validated by one of the English teachers of the Don Jesus

ACADEMIC/GENERAL ACADEMIC STRAND

 P a g e | 14

DUAL ROLE OF STUDENT-ATHLETES

Gonzales High School - Senior High School Department. The validator will be asked
which from the statements are needed to be removed, reword, and retained. Afterwards,
D
the respondents will be interviewed using the interview questionnaire that is validated.
Semi-structured interviews (SSIs) are conversationally conducted on a one-on-one basis O
at a time and this tool also employs a blend of closed- and open-ended questions, often
N
accompanied by follow-up why or how questions (Adams, 2015).

Data Collection Procedure

J
Before the conduct of the interview, the researchers will write a permission letter
E
addressed to the school head asking for a permit to allow the researchers to go out of the
classrooms or school to collect the data needed. Upon the approval of the school head, S
the researchers will craft letters addressed to the respondents who are the student-athletes. U

The selected respondents will be asked to be interviewed depending on their free S

time. The interview will only last for about 15-30 minutes per respondent. Before the
interview, the respondents will be oriented to ensure that they understand well the study
and the type of questions that will be asked at hand. G

After the interview proper, the researchers will collate all of the answers of the ON

respondents and transcribe them using Microsoft Word. Lastly, data that are gathered will Z
be analyzed and interpreted through thematic analysis.
A
Ethical Consideration
L
The researchers will ensure that necessary permission from the school head is
E
given through sending of letter. Further, all participants will be ensured that they are
S
well-informed regarding the description of the study that will be conducted before
undergoing a face-to-face one at a time interview and will ensure that all the data that will
be collected will be kept confidential. Files will be kept in a password secured drive
H
which can only be accessed by the researchers and other regulatory personnel and
S
agencies. Furthermore, participants will not be forced to participate and will be properly
informed that the interview will be done in the most convenient time of the participants.
This only means that participants have all the right to quit from participating in the study

ACADEMIC/GENERAL ACADEMIC STRAND

 P a g e | 15

DUAL ROLE OF STUDENT-ATHLETES

if they desired to. Moreover, for the interview, researchers will compensate but will not
force the participants who will volunteer to participate as interviewees. After
D
accomplishing and submitting the final research paper, researchers will permanently
delete all the files of collected data from the respondents. O

ON

ACADEMIC/GENERAL ACADEMIC STRAND

 P a g e | 16

DUAL ROLE OF STUDENT-ATHLETES

REFERENCES D
Rubin, L.R., & Moses, R.A (2017), Atheletic Subculture within Student-Athlete O
Academic Centers. Sociology of Sport Journal. 317-328.https://doi.org/10.1123/ssj.2016-
N
0138
Harris, P. C., et.al (2015). Balancing academics and athletics in High School: A
Phenomenological study of three Black male student-athletes. Journal of the study of J
Sports and Athletes in Education, 9(3), 172-
E
189.https://doi.org/10.1080/19357397.2015.1123001
Parker, P. C., et.al (2016). Enhancing the academic success of competitive student- S
athletes using a motivation treatment intervention (Attributional Retraining). Research U
Paper. 26, 113-122. https://doi.org/10.1016/j.psychsports.2016.06.008
S
Di Lu, L., et.al (2018). Playing multiple positions: Student-athlete identify salience
and conflict. Journal of Intercollegiate Sport, 11(2), 214-
241.https://doi.org/10.1123/jis..2018-0034 G
Gomez, J,. et.al (2018). The challenges of a high-performance student athlete.
ON
Research Paper. 329-349. https://doi.org/10.1080/03323315.2018.1484299
Cooper, J. N. (2016). Excellence beyond athletics: Best practices for enhancing Z
black male student-athletes educational experience and outcomes. Research Paper. 49(3), A
267-283. https://doi.org/10.1080/10665684.2016.1194097
L
Brecht, A. A,. & Burnett, D. D. (2019). Adivising students-athletes for success:
Predicting the academic success and persistence of collegiate student-athletes. NACADA E
Journal, 39(1), 49-59. https://doi.org/10.126930/NACADA-17-044 S
Haslerig, S, J. (2018). Lessons from graduate (d) student-athletes: Supporting
academic autonomy and achievement. Research Search, 2018(163), 93-
103.https://doi.org/10.1002/ss.20273 H
Ryan, H,. et.al (2018). Student-athletes and mental health experience. Research S
Paper, 2018(163), 67-79. https://doi.org/10.1002/ss.20271
Cooper, J. N, & Hall, J. (2016). Understanding black male student-athletes
experiences at a historically black/college university: A mixed methods approach. Journal

ACADEMIC/GENERAL ACADEMIC STRAND

 P a g e | 17

DUAL ROLE OF STUDENT-ATHLETES

of Mived Methods Research, 10(1), 46-63. https://doi.org/10.1177/1558689814558451
Newell, E. M (2015). International student-athlete adjustment issues: Advising
D
recommendations for effective transition. The Journal of the National Academic
Advising Association, 35(2), 36-47. https://doi.org/10.12930/NACADA-14-015 O
Brown, D. J,. et.al (2015). A British university case study of the transitional
N
experiences of student-athletes. Research Paper, 21, 78-
90.https://doi.org/10.1016/j.psychsport.2015.04.002
Gayles, D. J. & Baker, A . R. (2015). Opportunities and challenges for first-yaer J
student-athletes transitioning from high school to college. Research Paper, 2015(147),
E
43-51.https://doi.org/10.1002/yd.20142
S
Firth-Clark, A., et.al. (2019). Using cognitive behavioural techniques to improve
academic achievement in student-athletes. Research Paper, 9(2), U
89.https://doi.org/10.3390/educsci9020089
S
Kasamatsu, T., et.al. (2016). Examining academic support after concussion for the
adolescent student-athlete: perspectives of the athletic trainer. Journal of athletic training,
51(2), 153-161. https://doi.org/10.4085/1062-6050-51.4.02 G
Shirley, C., et.al. (2022). Access to high-impact practices in student athletes:
ON
Barriers, supports and best practices. Journal for the Study of Sports and Athletes in
Z
Education, 1-17. https://doi.org/10.1080/19357397.2022.2100206
Muñoz-Bullón, F., et.al. (2017). The influence of sports participation on academic A
performance among students in higher education. Research Paper, 20(4), 365-
L
378.https://doi.org/10.1016/j.smr.2016.10.006
E
Valbuena, M. J. D. (2015). A study of athlete engagement, athlete identity and
individualism: Collectivism cultural behaviours among Filipino Athletes compared with S
US American Athletes (Doctoral dissertation, Australian Catholic
University).https://doi.org/10.4226/66/5a9dbb9433624
H
Pocaan, J. (2023). The LGBTQA intercollegiate athletes experiences in higher
education institutuion in the Philippines: Basis for an institutional insclusive sports plan. S
Dalat University Journal of Science, 59-
76.https://doi.org/10.37569/DalatUniversity.13.3.1054(2023)
Blanco, D. V., & Bairner, A. (2019). College basketball governance in the

ACADEMIC/GENERAL ACADEMIC STRAND

 P a g e | 18

DUAL ROLE OF STUDENT-ATHLETES

Philippines: actors, stakeholders, issues, and challenges.Research Paper, 22(3), 361-
383.https://doi.org/10.1080/17430437.2018.1490265
D
Montecalbo-Ignacio, et.al. (2017). Academic achievement as influenced by sports
participation in selected universities in the Philippines. Education. Reseach Paper, 7(3), O
53-57.https://doi.org/10.5923/j.edu.20170703.03
N
Fernandez, M. A. A. (2022). The impact of sports coaching proficiency on student‐
athlete skills. International Social Science Journal, 72(244), 493-
501.https://doi.org/10.1111/issj.12325 J
Daing & Sinocruz. (2022). Study habits and scholastic performance of junior
E
student-athletes in educational district IV.https://doi.org/10.53402/ijesss.v2i3.130
S
Lobo, et.al. (2022). Coaching commitment and physical development of student-
athletes from various public schools in Angeles City, Pampanga, Philippines. U
International Journal of Health Sciences, 6, 5735-
S
5758.https://doi.org/10.53730/ijhs.v6nS6.10874
Quimbo, N. S. (2023). Athletic participation, time management and academic
performance of student athletes in San Isidro, Leyte. Research G
Paper,https://doi.org/10.30574/wjarr.2023.17.1.0158
ON
Patterson, T. (2019). College Athletes' Sport Participation: An Examination of
Z
Motivational Differences between Collegiate Athletes of Various Divisions (Doctoral
dissertation, University of Nebraska at Omaha). Research A
Paper,https://doi.org/10.1080/17430437.2018.1490265
L
Huml, M. R., et.al. (2019). From the playing field to the classroom: The academic
E
challenges for NCAA Division I athletes. Journal for the Study of Sports and Athletes in
Education, 13(2), 97-115.https://doi.org/10.1080/19357397.2019.1578609 S

ACADEMIC/GENERAL ACADEMIC STRAND

 P a g e | 19

DUAL ROLE OF STUDENT-ATHLETES

Don Jesus Gonzales High School

D
Pandacaqui, Mexico, Pampanga
Senior High School O

N
June 02, 2023

JOSEFINA M. BAYANI
J
OIC- Assistant Principal
Don Jesus Gonzales High School E
Pandacaqui, Mexico, Pampanga
S
Dear Ma’am: U
Greetings of peace and prayers! S
We, the researchers from the 11-Mencius, are currently conducting research entitled:
“Dual Role of Student-athletes.” For this to be possible, we would like to float our
interview questionnaire among the student-athletes in order to gather data needed for G
our study.
ON
I hope that this humble request will merit your approval. Thank you and God bless!
Z

Respectfully yours, A

L
JULIAN, JOHN LLOYD N.
Research Group Leader E

S
Noted by:

TRISHA MAE D. CHU

Research Teacher H

S
Approved By:

JOSEFINA M. BAYANI
OIC- Assistant Principal

ACADEMIC/GENERAL ACADEMIC STRAND

 P a g e | 20

DUAL ROLE OF STUDENT-ATHLETES

APPENDICES
D
I. Research Instrument
O
Dual Role of Student-athletes

We, the researchers from the 11-Mencius, are currently conducting research N
entitled: “Dual Role of Student-athletes.” For this to be possible, the researchers would
like to ask permission from you to answer the interview questionnaire. Your response
will solely be used only for the purpose of this study and your identity will be kept J
confidential.
E
We hope that this humble request will merit your approval. Thank you and God bless!
S
Name (optional): __________________ U

Question 1: How do student-athletes manage to balance studies and sports? S

______________________________________________________________________
G
______________________________________________________________________
ON
______________________________________________________________________
____________ Z
Question 2: Has there been a moment when you doubted whether or not you could
A
continue as a student-athlete? If so, how did you overcome that feeling?
L

______________________________________________________________________ E
______________________________________________________________________
S
______________________________________________________________________
____________
Question 3: How do you balance academic responsibilities with your athletic H
commitments?
S

______________________________________________________________________
______________________________________________________________________

ACADEMIC/GENERAL ACADEMIC STRAND

 P a g e | 21

DUAL ROLE OF STUDENT-ATHLETES

______________________________________________________________________
____________
D

O
Question 4: Are you okay with only getting grades as incentives for being an athlete?
N
Why?

______________________________________________________________________ J
______________________________________________________________________
E
______________________________________________________________________
S
____________
U

ON

ACADEMIC/GENERAL ACADEMIC STRAND