The Efficiency of Stress Management on Academic and Sports Performance of Varsity Players in CEU Manila (2014)

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CHAPTER 1 The Problem and Its Setting

Introduction Stress is a part of the people’s lives because they experience it every day. Stress comes from the activities that require effort and time management. Another root of stress is the pressure from the expectations of the other people to the students in their performance either in academics or in sports. Those students belonging in varsity teams are one of the best examples of people who are stressed out almost every day. Managing both studies and sports, cramming for examinations and assignments, and inadequate sleep because of staying up all night are the most popular examples of stress factors in their academic environment. (Valdez, 2006) The most common stress factor that the varsity players experience from their sports environment aside from stress factors from their academics is the pressure of winning for their school, maintaining a fit body, balancing time for studies, social life, and their trainings. (Munar, 2010) Stress management is something that people do to lessen the stress coming from the external factors for them to stay focused on what they are doing. Students usually manage stress by doing recreational activities to entertain themselves like watching movies, listening to music, reading books, playing online games or even bar-hopping. (Valdez, 2006) It is important for the students to know stress management for them to apply it whenever they feel pressured and anxious about their studies. The efficiency of the stress

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management is essential not only to the CEU Manila varsity players but also the other varsity players in different universities around the world. This research dealt to establish a basic background to which varsity players can efficiently overcome their stress for the betterment of their academic performances, without affecting their sports performance.

Background of the Study Stress management is the set of techniques to control one’s stress level. The term stress was studied by one of the Father of Stress Research, Hans Selye (1907-1982). During 1920s, after his completion in medical training in University of Montreal, he first used the word “stress.” He noticed that his patients did not only suffer from one sickness, but they also had one thing in common, and that is they all look sick. He found out that these patients suffered from physical stress. In 1926, Selye used rats for tests and subjected them to extreme temperatures, made them hungry or made them exercise a lot. The test concludes that changes in adrenal gland occurred. He suggested that subjecting an animal to prolonged stress led to physiological changes that would cause disease and death of an animal. And so, the idea of stress was born. In physics, stress is defined as “the force that produces strain on the body”. Since Selye defined stress as a strain on the body, many individuals seeks to know how to manage stress for the purpose of improving their everyday lives.

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Today, the question on whether what techniques varsity players used to help them manage their stress in regards to the sport they are engaged in and their academic performance was raised by the researchers.

Setting of the Study

This study was conducted in Centro Escolar University, Mendiola. CEU is a private university in Manila, Phlippines. Librada Avelino and Carmen de Luna founded it on June 03, 1907. The campus is 3.8 hectares composed of 14 buildings that house around 25,000 students a year. Known for its pink buildings, the campus is located in the western side of Mendiola Street in Manila, the heart of Manila's "University Belt" (Figure 1). As of 2011, CEU Mendiola houses 26,000 Escolarians enrolled. The school has different sports facilities like covered and open court for basketball and volleyball, swimming pool, dancing studios, taekwondo and table tennis centers. These facilities are free to use providing a permit from the students’ affairs office. The covered basketball and volleyball court can be found at the Technology Center while the open court is located at the north quadrangle of the school (Figure 2). The school’s swimming pool, together with the dancing studio, taekwondo and table tennis center, is located at the Dentistry and Science Building (Figure 2). Moreover, the Upper SAC located at the second floor of the Student Activity Center also serves as training grounds for the university’s pep squad.

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Figure 1 Map of Mendiola Street, Manila, Philippines

Figure 2 Centro Escolar University, Mendiola Campus Plan

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Theoretical Framework

High

Performance

Best Performance

High Stress Anxiety Unhappiness

Boredom Low Pressure

Low

Stress

High

Figure 3 Paradigm showing the relationship between stress and performance of an individual.

This study was based on the Yerkes-Dodson Law, created by psychologists Robert Yerkes and John Dodson as long ago as 1908. Yerkes-Dodson Law shows how performance varies with arousal or stress. It stated that a performance can be at its best with the increase of physiological and mental arousal up to a certain point only. In Figure 3, it showed that levels of stress or pressure are associated with the performance of a certain subject. According to this figure, best performance is achieved when a person experiences a moderate level of stress, whereas too much or too little stress or pressure results in declination of performance. In the left hand side of the graph, it shows that people in this level are under-challenge. No challenge and no pressure means ‘no motivation to work hard’, resulting in an average or sloppy work. In the middle hand side of the graph, it shows that people in this level are being effective in

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their performance. That is because they’re adequately motivated to work hard, while not too pressured or stressed that they’re starting to struggle. In the right hand side of the graph, it shows that people in this level are under too much pressure. They’re starting to become anxious because of the excessive stress they’re experiencing, resulting in the diminishing of motivation in their performance. In this research, the researchers aimed to present the efficiency of stress management for the betterment of sports performance and academic performance of varsity players in CEU Manila. In regards to sports, when a player experiences a sensation of pressure or stress, he becomes more motivated and focuses on the task at hand, resulting in having a better outcome towards a game. However, this only applies up to a certain point of stress only. On the other hand, when a player, for example a basketball player, experiences extreme pressure in a game, he might flunk or miss his shot because of the extreme anxiety and panic he is experiencing. The same is applied in the academic performance. During an exam of an easy subject, a student tends to get only fair scores because he/she didn’t feel challenged or pressured in the said subject. On the other hand, when a student is somewhat anxious about his grades, he tends to be motivated to study hard for the exam, thus, doing a lot better in his exams. However, when a student is experiencing high stress level, he/she might lose his concentration and flunk his/her exam because of extreme anxiety. The theory was used to show how stress management can do an efficient job in maintaining a good performance in both the sports and academic performance of the varsity players in CEU Manila.

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Statement of the Problem: This study aimed to determine the Efficiency of Stress Management on Sports and Academic Performances of Varsity Players in CEU Manila.

Specifically, the study sought answers to the following questions:

1. What are the profile of the respondents in terms of: 1.1. Age 1.2. Gender 1.3. Sport 1.4. Sports engagement 1.5. Level of Anxiety 2. What are the sources of stress among the varsity players in CEU Manila? 3. What are the stress management of varsity players in CEU Manila? 4. What are the effects of stress on the sports and academic performance of varsity players in CEU Manila? 5. What is the efficiency of stress management on sports and academic performance of varsity players in CEU Manila?

Assumption This study assumed that varsity players of Centro Escolar University have different stress management methods and that some of these stress management methods vary in their efficiency. This study also assumed that varsity players with stress management methods with low efficiency may want to reconsider their ways in managing stress in

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their academic and sports life.

Hypotheses The study tried to prove the null hypotheses as follows: 1. An efficient stress management will result in an effective performance in both academics and sports. 2. Those who were able to balance stress or pressure will benefit an individual’s well-being and performance.

Significance of the Study The study is believed to be beneficial not only to varsity players of CEU Manila, but also helped other students in managing stress in their academic life. Students may adapt the same stress management activities that would be applicable for their lifestyle. This study also provided an overview for teachers, coaches and parents in understanding how the varsity players cope up with stress and for them to help varsity players and other students to lessen or eliminate factors that contribute to stress. For readers, this study provided insights on stress management issues and may also be helpful in selecting ways to cope up with stress. For future researchers, this study can be a basis for future studies on a larger scale or a more in depth study. For students and readers that may be practicing the wrong stress management, information from this study will provide options for better handling of stress management issues and enable them to change ways of managing stress.

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Scope, Delimitation, and Limitation This study included only the varsity players of Centro Escolar University in Mendiola, Manila. Varsity teams from the other universities and other branches of CEU will not be covered by the study. The study will not give recommendations in changing stress management methods of the varsity players because this study will only cover the efficiency of the stress management of the varsity players. The lifestyle and activities of the subjects outside the campus and beyond their academic and sports life will not be included in the study.

Definition of Terms The following terms were used in the context and will be defined for clearer understanding of what they mean in the study: Academic performance. It refers to how well a student is accomplishing his or her tasks and studies Efficiency. It refers to the effectiveness of a thing or certain technique. Homeostasis. It refers to the tendency of a system to maintain internal stability while adjusting to conditions that are optimal for survival. Sports performance. It means to show quality and confidence in playing sports in front of a crowd. Stress. It is a state of mental or emotional strain or tension.

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Stress management. A set of techniques intended to help people deal more effectively with stress in their lives by analyzing the specific stressors and taking positive actions to lessen their effects. Stressor. It is an agent or stimulus that causes stress. Team. It refers to a group of individuals with a common purpose. Technique. It refers to the method or practice to accomplish a certain task. Varsity. It refers to the players or team that plays a certain sports that represents a school, university or college

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CHAPTER 2 Review of Related Literature and Studies

This chapter includes the discussions on related foreign and local studies and literature which provides relevant facts that will guide the researchers to achieve their target objectives by getting ideas on other related studies and make improvements as possible.

Foreign Literature College students learn techniques to manage stress as well as to incorporate some beneficial stress-busters into their busy college lifestyle. (Anon, 2013) Stress is an integral part of life, especially for a college student. In fact, not all stress is bad. Those times when a little stress causes you to take more time with a course project and for other students cramming with their requirements made their work good. There are a number of techniques to help college students minimize the stress they are feeling. Proper stress management will help you to cope with the daily pressures of college and give you more time and energy to enjoy your college life. (Anon, 2013) Time management is just one of many techniques in managing stress. The author stated here that colleges across the country agree that time management is a major hurdle for college students. College students hardly balance their time between coursework, major projects, studying, socializing and a job. The author suggests that it is good to use a notebook or a planner in order you to keep track due dates. Work schedules, etc. The author also stated that learn to plan ahead and avoid procrastination. (Anon, 2013)

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Other technique for managing stress is goal setting. Goal setting may sound the opposite of stress management but with realistic goals it is not. With realistic goals, you will have something concrete to work toward. Setting many smaller goals, like steps toward the large goal. (Anon, 2013) Set your priorities, this stress management technique will help when done correctly and not a hindrance, to stress management. Combined with time management setting your priorities will keep you on schedule. College students will certainly put their major course works at the top on their lists, and they don’t forget their ‘YOLO’ time or relaxation on their lists. Having daily, weekly and monthly lists will help you more. (Anon, 2013) Space to be alone is also part of managing stress. Everyone needs a few minutes alone, whether to think without interruption or just enjoy the quiet. Best places to be in peace are the library, grassland by the lake or simply that comfy chair at the bookstore. (Anon, 2013) Talking about stress also helps to manage stress. Bursting out your feelings about stress is less overwhelming. Voicing your concerns to a friend will decrease that stress building up on yourself. Whether you talk about a specific stress causing event or talk about stressing-out in general, you will feel better. Plus, your friend can benefit too if they are also stressed out. You may even be able to help each other de-stress by doing something fun and great. (Anon, 2013) A diary or journal, this may not be appealing to others and may seem like more work than it’s worth to others, but for those who are fond of writing, this is another way to manage stress of college life. This can have the same result like talking to a friend,

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getting your thoughts down on a paper or in your computer puts those feeling where you can work on a strategy to manage your stress. (Anon, 2013) Don’t do quick solutions. Some college students release stress by drinking alcohol and hitting cigarettes when they are pressured or stress-out. The cigarette and alcohol may delay your stress but the feeling won’t last. Do not ever use drugs as a coping tool. Be independent in managing stress without these vices. (Anon, 2013) College counseling and health services can also help in managing your stress. Most colleges have extensive tools to aid students with stress management. There are programs and peer groups to help you burst out you stress. College guidance counselors provide workshops on coping skills, guest speakers and activities designed to help you deal with your stress. (Anon, 2013) Relaxation can be a big help in managing stress. Many college students know how to study, work, protest, etc. But what about relaxing? Your schedule might be full and you don’t have the time to relax but you need it. Doing whatever is fun and is not a chore for you is relaxation. Give your brain a break to rest and recover. (Anon, 2013) The foreign literature is somehow related to the current study for it directly mentions that proper stress management will help students to cope with the daily pressures of college and give more time and energy to enjoy college life using techniques such as time management, goal setting, setting priorities, counseling, relaxation, and bursting out emotions. The present study, like the article reviewed, aimed to discover more proper stress management techniques to cope up with pressures in school and sports.

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Local Literature "We don’t tell that we are in stress. Well, at least not in a way that we would in English: I am stressed. It just doesn’t work out; we don’t, as far as I know, have a word in any of our Philippine languages for stress and being stressed." (Philippine Center for Investigative Journalism, 2006) But that doesn’t mean the Filipinos don’t ever experience stress. They can feel it all the time and it is noticeable that it is producing illnesses, both physical and mental, and serious life-threatening diseases. “Because stress affects the body’s immune system, we can say all ailments are in one way or another stress-related.” (Tan, 2006) There’s also a tendency to dismiss stress-related illnesses as only in the mind and this is self-limiting. The fact is that stress can so overwhelm people that they go into depression, resorting to destructive behavior, directed toward the self/toward others. (Tan, 2006) The drug companies, especially those producing vitamins, have tried to cash in, pushing their products through advertisements showing stressed people and dangling promises: "with our product, you can meet the many stresses of life, and of the world, and survive without falling ill." (Tan, 2006) But doctors — at least reputable ones — will tell people that medicines are of limited use for handling stress. Vitamins can help you to cope up with the harmful chemicals produced in the body that come after stress, but as long as you don’t deal with the stress itself, you eventually lose control. (Santiago, 2005) Besides the vitamin ads, the media bombard us with all kinds of articles about, and ads for, New Age therapies that supposedly help people deal with stress, spas

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offering massage and aromatherapy, soothing music interspersed with sounds of birds and frogs. But these are often expensive with exaggerated claims. (Santonia, 2011) Not enough’s being done to understanding stress in its local context, yet stress is mediated through culture from the very nature of the stressors, to the ways individuals respond to the stress. Understanding this local context might help those to develop more culturally appropriate, and therefore more effective, ways to deal with stress. (Tan, 2006) Stressors are not universal. For example, they say noise is stressful, but what exactly is noise? (Tan, 2006) Culturally, people have different thresholds for these sounds. When a Filipino sees a crowd, they became delighted. But westerners crave privacy. The Filipino is stressed by solitude. Culture adapts to circumstances and we are only one of the countries with large dense populations that have learned to live with the crowds. The Chinese, for example, refer to merriment as re nao, the words for hot and noisy. While Filipinos enjoy noise, they’re quite sensitive to olfactory assaults. Filipinos will claim some odors are so bad they cause a stomachache. (Chan, 2008) Beyond these sensory stresses, Filipinos do face many sources of stress, around work and livelihood mainly. Farmers worry about drought and typhoons. Workers go berserk with tyrannical bosses and vicious gossipy office-mates. (Sonio, 2007) Rural or urban, Filipinos all face the stresses of family, perhaps more so than in Western countries. They say that Filipinos are family-oriented with relatives always on hand to help out. But the extended Filipino family can be stressful too. Overseas workers have a particularly difficult time with all the expectations family members have back home. There are those Filipinos who work overseas, from Hong Kong domestic workers

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to physicians in the United States, who postpone returning home for years because they dread the jeepney loads of relatives waiting for ‘pasalubong’. (Frilles, 2012) But the ‘balikbayan’ in California has the advantage of distance. The poor migrants who go from impoverished rural areas to work in big cities face even greater stress from family relations, who can easily contact their now rich urban cousins for a share these earn in the city. (Caseria, 2010) “Filipinos are resilient.” they said. Chinese Asia week once had a cover story featuring Filipinos as the happiest people in the world, unfazed by the most difficult of circumstances. One photo had a group of men drinking away in the middle of knee-high floodwaters. (Chinese Asia week, 2008) But the scenes of smiling and laughing Filipinos, singing and dancing (and drinking) away can be deceptive. Quite often, they deal with stress by trying to be happy which is really more of an externalized merriment. (Frilles, 2012) But for all the talk about their communitarian orientation, of helping friends to overcome stress, social pressures in the Philippines can also be counterproductive with the way they sometimes force people to repress the stress. Enjoy! People urge them, not realizing there are limits to resilience. (Frilles, 2012) There are power dimensions to all this, such as those found in gender. Contrary to stereotypes about women being more expressive, Filipinas are actually more prone to dealing with stressful situations through tiis (endurance) and kimkim (repression). Check out the local scenes of merriment: it’s usually men having a good time, bringing out the beer and toasting their problems away, while their women look for ways to make ends meet. (Frilles, 2012)

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Men, too, are expected to keep their feelings in check, but more out of masculine values of strength. Men are generally not allowed to cry, much less to go into hysterics. This probably helps to explain why more men suffer from cardiovascular disease. Many Filipinos will express their stress by complaining about recurring headaches, or abdominal pains, accompanied by dizziness, nausea, fatigue. Doctors used to dismiss these as being all in the mind, but it has become clear the physical pain and distress may be quite real, that the pent-up stress is expressed through the body. (Bartolome, 2013) These vague symptoms have been labeled as somatization syndrome, and are often hard to treat, partly because medical professionals still haven’t figured out the biological processes involved. Culturally people may attach labels that don’t quite reflect the actual part of the body that’s affected, as when they say that they’re suffering from nerbyos or nerves. ‘Nerbyos’ doesn’t necessarily mean being nervous. It’s often hypertension or high blood pressure, for example, and a health professional or caregiver may miss the problem. (Bartolome, 2013) Then, too, there’s the intriguing ‘bangungot’, those sudden deaths, usually at night, associated with nightmares. The term itself is derived from ‘bangon’, to rise, and ungol, to moan. Young healthy men, like the late actor Rico Yan, die mysteriously and the diagnosis is immediate: bangungot. The medical world remains stumped, attributing the deaths to everything, from pancreatitis to congenital defects in the heart, but too little has been done to explore the stress angle. Similar culture-bound illnesses are found also in other neighboring countries and the deaths tend to be reported in international medical journals because they often occur in people who are away from home. The first cases reported in U.S. medical literature involved Filipinos in the U.S. Navy. In recent years,

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medical reports have included Thai men doing construction work in Singapore, and Indochinese refugees who have just relocated to the United States. (Bartolome, 2013) It’s not surprising if bangungot is reported as well among our 8.5 million overseas Filipinos. The Filipino is so attached to home and hearth that we even have a term ‘namamahay’, missing home, to describe a range of symptoms, from insomnia to constipation that plagues us when we are away from home. That’s stress too. And with men, given the cultural imperative of suppressing their distress, people might expect nightmares, some with fatal endings. (Marcos, 2005) The local literature is closely related to current study as it mentions how Filipino individuals experience and put up with stress. It was stated in the article that Filipinos dealt with stress a lot different from the westerners. It also mentioned sensory stresses such as olfactory and noise stress, stress around work and livelihood, stresses of family, and social pressure are what Filipino individuals commonly experience. The present study, like the article, tackled a lot of different types of stress and stressors that the varsity players experience in their environment such as noise stress, social stress, stress of family, stress in school, and stress in sports.

Foreign Studies (Wilson, & Pritchard, 2005) in their study titled “Comparing Sources of Stress in College Student Athletes and Non-Athletes”, stated that there is a need to identify specific sources of stress that significantly affect student-athletes that may differ from those experienced by the traditional non-sport college student. The transition from high school to college can be stressful for any student (Hudd et al., 2000; Pritchard, Wilson, &

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Yamnitz, 2004), but recent evidence suggests that athletes may experience even greater levels of stress due to the dual demands of athletics and academics placed on them during their freshman year. Lazarus and Folkman (1996) have defined stress as the negative feeling that occurs when an individual feels unable to cope with the demands placed upon them by their environment. For the matriculating freshman student athlete, these demands may at times seem overwhelming.

Although researchers acknowledge that participation in athletics can serve as a buffer to stress (Hudd et al., 2000; Kimball & Freysinger, 2003; Kudlacek, 1997; Shirka, 1997), studies also suggest that athletic participation itself can become an additional stressor that traditional college students do not experience (Kimball & Freysinger, 2003; Papanikolaou, Nikolaidis, Patsiaouras, & Alexopoulos, 2003). Athletes experience unique stressors related to their athletic status such as extensive time demands; a loss of the ‘star status’ that many had experienced as high school athletes; injuries; the possibility of being benched/red-shirted their freshman year and conflicts with their coaches, among other factors (Humphrey, Yow, & Bowden, 2000; Papanikolaou et al., 2003). In addition to these stresses, freshmen athletes must also meet the increased academic demands at the college level. The interaction of these multiple stressors presents a unique problem for the college student athlete, and evidence suggests that the combination of these stressors has a negative affect on their well-being. For example, a recent investigation found that almost half of the male athletes and slightly more than half of the female athletes interviewed indicated that stresses associated with sport participation, such as pressure to win, excessive anxiety, frustration conflict, irritation and fear significantly affected their mental or emotional health (Humphrey et al., 2000).

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Moreover, studies have suggested that college athletes who experience high levels of stress are more likely to practice bad health habits (Hudd et al., 2000) and to experience psychological problems (Shirka, 1997), including low self-esteem (Hudd et al., 2000; Papanikolaou et al., 2003).

In addition to mental health concerns, many athletes report physical health concerns as well, such as lack of sleep, continuous tension, fatigue, headaches, and digestive problems (Humphrey et al., 2000). In fact, 10% of college athletes suffer from psychological and physiological problems that are severe enough to require counseling intervention (Hinkle, 1994). Even more alarming is the fact that college student athletes tend to avoid seeking out available counseling (Murray, 1997), so the percentage of student athletes who may actually require such intervention is possibly higher than this figure. This is important since Murray (1997) has learned that in addition to those psychological and physiological issues mentioned above, athletes may also be in particular need of counseling for a variety of additional stress-related concerns, including time management, burnout, fear of failure, anxiety, depression, and self-esteem issues. Recent research has supported the contention that time in particular is an important obstacle for many athletes. Humphrey et al. (2000) report that for more than 40 percent of male athletes and well over half for the female athletes, factors related to “time” were the most serious causes of stress. Most of the respondents in this study felt that there was simply not enough time to combine academics and athletics and to do their best in both areas (Humphrey et al., 2000).

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Complicating the freshman transition for the student athlete are difficulties related to academic success (Humphrey et al., 2000; Papanikolaou et al., 2003). In fact, 95% of male athletes and 86% of female athletes were stressed by factors such as: tests and examinations, preparing papers for class, missing classes because of travel, and making up missed assignments (Humphrey et al., 2000). In addition, many athletes find they are unprepared for academic life in college or falsely believe that they will be treated differently in the classroom because they are athletes (Papanikolaou et al., 2003).

Finally, athletes often find relationships with others quite stressful. For instance, recent findings have suggested that athletes often report problems such as negative and unsatisfactory relationships with teachers, coaches, and fellow athletes (Humphrey et al., 2000; Papanikolaou et al., 2003).

In summary, there is a need to identify specific sources of stress that significantly affect student-athletes that may differ from those experienced by the traditional non-sport college student. This is especially true for the college freshman student-athlete who is facing multiple new challenges arising from athletic, academic and social demands. Many freshmen student-athletes are unprepared to successfully deal with these stressors, and knowledge about those specific factors leading to heightened stress levels is essential in the planning of effective intervention programs. Hence, the purpose of this exploratory study was to identify those stressors identified by Division-I freshmen athletes as most prevalent during their first semester in college.

Likewise, the present study will identify the sources of stress that college student athletes experience to be able to know how to deal with the stressors. Non-athlete

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students may have experience stress in their everyday lives but athletic participation itself can become an additional stressor that traditional college students do not experience.

Local Studies It is stated in the study made by Bulo and Sanchez at the year 2014 titled, “Sources of stress among College students” that college students are exposed to many problems from family, financially, friends and school environment. They focused their study affecting the college students on its major concept of stress and stressors in the college environment. They formulated a Questionnaire on the student’s life stress inventory was adopted to gather the needed data among 150 college students. They also mentioned that College Students are prone to stress because of their transitional nature of adjustment to the rudiments of higher education program. In their stay in college environment, they need to cope up with the standards of higher education. They added that with repeated stressful situations, causes tension and pressure on the body that contribute to physical and psychological problems. It is also included that the most common form of stress that college students may face, one of them was to get good grades and having to do other responsibilities at the same time focusing on schoolwork, financial responsibilities. Earning high grades is a source of stress that affects them to succeed in making good impression to their parents, classmates, and their significant other persons. Based on the result of their study, if the college students focuses more on these stressors they may lead to failure, so keeping things in balanced and having fun with hobbies are the keys to eliminate stress. Because of these problems schools had an idea in creating a stress management program for higher education institution to consider implementation. (Bulo & Sanchez, 2014)

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Garcia and Mendoza, in their study “Coping with Stress: The Case of Board Courses’ Students in University of Baguio” found out that students find school work very stressful, but others who were able to fight stress see themselves walking towards the achievement of their dreams .One of these is telling stress related issues to parents, relatives and friends. It focuses that the stress can affect students’ performance, but it was found that knowing how to handle it, or having someone to tell with about the stress and the problems related to it, managing and coping to stress becomes easier. (Garcia & Mendoza, 2014) In a study conducted by the students of Lyceum of the Philippines University on “Vulnerability of the Graduating Students to Different Symptoms of Stress and Its Influence to Level a Satisfaction”, they found out that students are experiencing headache more frequently in a week for two to three weeks and the least among them are difficulty in falling asleep, increase in heart rate and dizziness, while in psychological stress, they are experiencing negative thinking, being tense and irritability more frequently with two to three times a week. However, the least psychological stress variables that are being encountered are the feeling of frustration, anxious and blaming others. They are experiencing physical and psychological stress`s in a week only which means that there’s a very low possibility of stress occurrence. (Anon, 2012) Assessing the stress level among college students has been a helpful addition to the understanding of student experiences and development. According on their study they found out that students especially scholars had different adjustment level when it comes to academic requirements obtaining different level of adjustments. They also stated that student organizations will also serve as good instrument to become a medium on how to

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deliver the programs that will handle such activities in stress management for the students. (Garcia & Mendoza, 2014) The present study discussed the proper stress management that will help the varsity players to cope up with pressures in both their sports and academic performance. It will point out how varsity players will put up with stress along with their environment. This study will also mention how different stress managements are used to manage the environmental and psychological factors that cause the stress among student athletes.

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CHAPTER 3 Methods and Procedure

Introduction This chapter presents the description of the methods and procedures done in order to obtain the data, how they will be analyzed, interpreted, and how the conclusion will be met. This section is to justify the means in which the study was obtained and will help in giving it purpose and strength as it will then be truthful and analytical.

Methods of Research Under the quantitative research method, the researchers used several types of the said method; these are the Survey, Correlational, and Descriptive. Survey research uses question based or statistical surveys to collect information about how people think and act. Correlational research is defined as a relationship between two variables. Descriptive research is about describing people who take part in the study. The researchers will perform a survey to gather information about the CEU Manila varsity players and their stress management. The researchers will correlate the CEU Manila varsity players’ stress management techniques and their respective efficiency to the sports and academic performance of CEU Manila varsity players. The researchers will describe the CEU Manila varsity players, the student athletes’ performance in both academic and sports, and their chosen stress management.

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Subject/Respondents of the Study The subjects and respondents of this study were composed of fifty (50) students from CEU Manila. The researchers selected random students coming from different types of sports including Men’s Basketball, Women’s Basketball, Cheerleading, Women’s Volleyball, Men’s Futsal, Badminton, and Swimming.

Sampling Technique Cluster Sampling Technique was utilized in this research. In this sampling, the population will be grouped by the sports they are engaged in and then choose members randomly from each groups/cluster. Since there is a huge population, we will only be getting fifty (50) respondents from it.

Research Instrument The following instruments were used in the conducting of research: 1. Questionnaire. The questionnaire was used to identify the sources of stress of each student athletes, including the different stress management used by the athletes in their respective sports. 2. Interview. This is a face to face or direct method that is used in collection of data. Unstructured Interview was used where in the atmosphere is casual. There are sets of questions to be asked. One coach and one captain per sport were interviewed.

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Validation of the Instrument For validation, the researchers used a survey questionnaire to an expert faculty member, and after approval, the questionnaires will be given to students who will not be included as the final respondents. Their response will be tested for reliability.

Procedure of Data Gathering This study is consisted of five stages: Stage 1: deals with the analysis and formulation of questionnaires in order to get the results regarding the study. The researchers will use the survey questionnaires. The question will be based on the statement of the problem. Stage 2: deals with the validation of the questionnaires. The researchers will pass the questionnaires to Dr. Coquia to amend and to evaluate the survey questionnaires that will be disseminated to the respondents before making and conducting the study. Stage 3: deals with the distribution of the questionnaires. After approving the survey questionnaires, the researchers will disseminate the copies of the questionnaire to the selected CEU varsity players. The respondents are asked to accomplish and fill in completely the following questions and answer it concise, objective and honest. Stage 4: deals with collection of the questionnaires. The researchers will gather all the questionnaires and will evaluate and examine all the papers. Stage 5: deals with the interpretation of the gathered data. The researchers will tabulate and tally the questionnaires on different selection. After all that, the researchers will proceed to the proper statistical treatment of the gather data.

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Statistical Treatment To classify and to interpret the gathered data, the researchers used the following: 1. Frequency counts and percentage using the simple descriptive survey to evaluate and to describe the profile of CEU varsity players. 

Frequency and Percentage Distribution – this was used to arrange the data gathered by its categories. The formula is: P = f / n × 100 Where: P – Percentage f – Frequency n – Number of respondents

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CHAPTER 4 Presentation, Analysis and Interpretation of Data

This chapter includes the presentation, analysis and interpretation of data that have been gathered from the questionnaires distributed to the respondents. This chapter also contains the presentation of data in tabular form along with their corresponding interpretations.

1. Profile 1.1 Age Table 1.1 Profile of Respondents According to Age Age 15-17 18-20 21-23 24 and above Total

f 10 31 9 0 50

% 20 62 18 0 100

As shown in table 1.1, out of 50 respondents, 62% are in the age bracket of 18-20 years old, followed by age bracket of 15-17 years old with 20%, and last by age bracket of 21-23 years old with 18%. This reveals that the majority of the respondents are in their second or third year in college. The majority have at least a one year experience in their designated sport. This also implies that there is no one in the respondents belong to the age bracket of 24 and above.

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Table 1.2 Profile of Respondents According to Gender Gender Female Male Total

f 30 20 50

% 60 40 100

As shown in table 1.2, majority of the respondents were female with a frequency of 30 or 60% of the population while the male had a frequency of 20 or 40%. This reveals that the majority of the respondents are female. Since CEU comprises of more female students than male students, it is more likely to have more female varsity players than male.

Table 1.3 Profile of Respondents According to Sports Sport

f

%

Basketball

16

32

Volleyball

10

20

Futsal

10

20

Cheerleading

10

20

Badminton

3

6

Swimming

1

2

Total

50

100

As shown in table 1.3, majority of the respondents are players of basketball with frequency of 16 or 32%, followed by volleyball, futsal and cheerleading with frequency of 10 or 20%, badminton with frequency of 3 or 6% and swimming with frequency of 1 or 2%.

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This reveals that there are more basketball players than the other sports, given that the researchers were able to get in touch with both male and female basketball varsity players. This also shows that the majority of the sports are categorized in the team sports consisting of four sports such as volleyball, basketball, cheerleading, and futsal, while the minority are categorized into individual/dual sports consisting of two sports such as badminton and swimming. Table 1.4 Profile of Respondents According to Sports Engagement Sports Engagement

f

%

Elementary

3

6

High School

9

18

College

38

76

Total

50

100

As shown in table 1.4, majority of the respondents started to be engaged in their respective sport during College with frequency of 38 or 76% while the minority started to be engaged in their respective sport during Elementary with frequency of 3 or 6%. This reveals that the majority of the respondents started their designated sport during their college days. There are a few who had started and had been a star player or varsity player during elementary or high school days, but the rest or most of them discovered their sport in college.

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Table 1.5 Profile of Respondents According to Anxiety Levels Anxiety Level

f

%

Low Anxiety Level

17

34

Average Anxiety Level

24

48

High Anxiety Level

9

18

Total

50

100

As shown in table 1.5, majority of the respondents have an Average Anxiety level with frequency of 24 or 48% while the minority have a High Anxiety level with frequency of 9 or 18%. This reveals that the majority of varsity players have average anxiety level. Since they have average anxiety levels, they are being effective in their performance. Their built up anxiety or stress makes them motivated to work hard, while not too pressured or stressed that they’re starting to struggle.

2. Sources of Stress Table 2 Sources of Stress Sources of Stress Balancing sport and academic demands Too many responsibilities Finance Pressure to win a competition Social life

f % Always Sometimes Never Always Sometimes Never 20 26 4 40 52 8 15

32

3

30

64

6

15

24

11

30

48

22

23

23

4

46

46

8

5

29

16

10

58

32

33

Conflict with the coach Not getting the necessary amount of sleep Injury or illness

2 14

16 25

32 11

4 28

32 50

64 22

6

34

10

12

68

20

As shown in table 2, the always source of stress is Pressure to win a competition with the frequency of 23 or 46%, followed by the sometimes source of stress is Too many responsibilities with frequency of 32 or 64%, and never source of stress is Conflict with the coach with frequency of 32 or 64%. This reveals that varsity players reported the most stress in Pressure to win a competition and the least stress in Conflict with the coach.

3. Stress Managements

Table 3 Stress Managements Stress Managements Hanging out with friends Completing tasks one by one Talking about stress problems Exercising and maintaining a healthy life Practicing faith Playing games Going to the bar and partying

f Always Sometimes 25 25

% Never 0

Always Sometimes Never 50 50 0

28

21

1

56

42

2

22

25

3

44

50

6

29

18

3

58

36

6

27 27 6

22 22 25

1 1 19

54 54 12

44 44 50

2 2 38

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Table 3 shows that most of stress managements the respondents always do is Exercising and maintaining a healthy life with the frequency of 29 or 58%, sometimes Hanging out with friends and Talking about stress problems with frequency of 25 or 50% and never Going to bar and partying with frequency of 19 or 38%. This reveals that varsity players cope up with their stress the most is by Exercising and maintaining a healthy life and the least is Going to bar and partying.

4. Effects of Stress on Academic and Sports Performance Table 4.1 Effects of Stress in Academic Performance Often Sometimes Rarely Total

f 79 156 15 250

% 32 62 6 100

As shown in table 4.1, 62% of the respondents can sometimes cope up with their academics. This is followed by 32% of respondents who can often cope up. On the other hand, there are only 6% who rarely cope up with their academic performance.

Table 4.2 Effects of Stress in Sports Performance

Often Sometimes Rarely Total

f 97 136 17 250

% 39 54 7 100

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As shown in table 4.2, 54% of the respondents can sometimes cope up with their sports performance. This is followed by 39% of respondents who can often cope up. On the other hand, only 7% of the respondents can rarely cope up with their sports performance.

5. Efficiency of Stress Management Table 5 Efficiency of Stress Management Efficiency More Efficient Less Efficient Total

Academic Performance f %

Sports Performance

Overall

f

%

f

%

34

68

37

74

26

52

16

32

13

26

24

48

50

100

50

100

50

100

As shown in table 5, 34 or 68% of the respondents’ stress management technique are efficient in their academic performance, while 37 or 74% are effective in their sports performance. Overall, in both sports and academics, 26 or 52% are effective while 24 or 48% are not effective. This reveals that the respondents’ stress management techniques are more effective in Sports than Academics. The table also implies that the majority of the respondents’ stress management techniques are efficient individually in sports and academics than not efficient. Overall, 52% of the respondents’ stress management techniques are effective and 48% are not. Therefore, we conclude that the majority of the

36

respondents’ stress management are usually efficient either in sports or in academics, but not usually both.

37

CHAPTER 5 Summary, Conclusions and Recommendations

This chapter presents the summary of findings, conclusions and recommendations of the research entitled “The Efficiency of Stress Management on Sports and Academic Performance of Varsity Players in CEU Manila.”

Summary of Findings 1. What were the profile of the respondents in terms of: 1.1 Age 

Out of 50 respondents, 62 percent are in the age bracket of 18-20 which means that most of the respondents have at least one year experience in their designated sport.

1.2 Gender 

Based on gender, majority of the respondents were female with a frequency of 30 or 60 percent of the population, while the male had a frequency of 20 or 40 percent only, seeing as CEU Manila comprises mostly of female students.

1.3 Sport 

Majority of the respondents are players of basketball with frequency of 16 or 32%, followed by volleyball, futsal and cheerleading with frequency of 10 or 20%, badminton with frequency of 3 or 6% and swimming with frequency of 1 or 2%. Also, majority of the respondents are playing team

38

sports such as basketball, volleyball, futsal, and cheerleading, than individual/dual sports such as swimming and badminton. 1.4 Sports Engagement 

Majority of the respondents started to be engaged in their respective sport during College with frequency of 38 or 76%, which means that there are a few who had started and had been a star player or varsity player during elementary or high school days, but the rest or most of them discovered their sport in college.

1.5 Level of Anxiety 

Majority of the respondents have an Average Anxiety level with frequency of 24 or 48%, which means that they are being effective in their performance and at the peak of their best performance.

2. What were the sources of stress among the varsity players in CEU Manila? The always source of stress among varsity players in CEU Manila is pressure in winning a game with the frequency of 23 or 46%, and never source of stress is in conflict with the coach with frequency of 32 or 64%. As varsity players, their major concern is their performance during a competition. It also shows that majority of the respondents have a good relationship with their coach since most of them never experience conflicts with them.

39

3. What were the stress management techniques of varsity players in CEU Manila? Most of the stress managements that the respondents always do are Exercising and maintaining a healthy life with the frequency of 29 or 58%, and never Going to bar with frequency of 19 or 38%. They believe that when they’re healthy and fit, it would be beneficial to them. As college students, it is viewed well that majority of the varsity players never went to bar to party and to drink alcohol because it will not only be beneficial to their performance in sports, but also to their well-being.

4. What were the effects of stress on sports and academic performance of varsity players in CEU Manila? 

Effects of Stress on Academic Performance Sixty-two percent of the respondents can sometimes cope up with their academics. This is followed by 32% of respondents who can often cope up. On the other hand, there are only 6% who can rarely cope up with their academic performance.



Effects of Stress on Sports Performance Fifty-four percent of the respondents can sometimes cope up with their sports performance. This is followed by 39% of respondents who can often cope up. On the other hand, only 7% of the respondents can rarely cope up with their sports performance.

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5. What is the efficiency of stress management on sports and academic performance of varsity players in CEU Manila? Majority of the respondents’ stress management techniques are more effective in Sports than Academics. This also implies that the majority of the respondents’ stress management techniques are efficient individually in sports and academics than not efficient. Overall, we conclude that the majority of the respondents’ stress management are usually efficient either in sports or in academics, but not usually both.

Conclusions Based on the above mentioned findings, the following conclusions were drawn: 1. The performance of the varsity player, in sports or academics, depends on the stress management that they use. 2. Varsity players in CEU Manila were able to maintain best performance, if not always, in either sports or academics only. 3. It is not necessary to eliminate stress; rather, it should be balanced to attain the best performance.

Recommendations Based on the above mentioned conclusion, the researchers would like to recommend the following: 1. For the college student athletes 1.1. To practice effective stress management for maintaining good performance.

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1.2. To change their stress management if not effective. 1.3. To learn how to balance stress, instead of aiming to eliminate them. 2. For the coaches, instructors, and parents 2.1. To identify the unique sources of stresses that the student athletes experience during the first semester of the freshman year. 2.2. To have serious consideration of academic support services and adequate inputs for teaching and learning in universities. 2.3. To encourage leisure activities that give students a broader experience in a variety of sports and exercise; encourage the development of practical skills, improve overall health, and encourage a level of curiosity and enthusiasm. 3. For the future researchers 3.1. To undertake similar studies regarding the efficiency of stress management on academic and sports performance of varsity players or college student athletes 3.2. To conduct a more in depth research in the said study. 3.3. To carry out further studies that will focus on stress management of varsity players using other factors that are not mentioned in the study.

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REFERENCES

Bulo, J.G., Sanchez, M. G. (2014). Sources of stress among college students. CVCITC Research Journal, 1 (1), pp 16 – 25.

Pritchard, M. E., Wilson, G. (2005). Comparing of Stress in College Student Athletes and Non-Athletes. Athletic Insight: The On-line Journal of Sport Psychology

Rumbold, J., Fletcher D., Daniels K. (2012). A systematic review of stress management interventions with sport performers. Sport, Exercise, and Performance Psychology, 1(3) 173-193. ISSN 2157-3905 Santos, R., De Guzman, T., Yabut, E., et.al (2012). Frequency Distribution. Statistics. (Centro Escolar University Manila) Singh, A. (2003) Stress, Sports, and Performance. Serendip Studio Tan, M. (2006). Stress and the Filipino. Philippine Center for Investigative Journalism http://www.thesportinmind.com/articles/stress-in-sport/ http://en.wikipedia.org/wiki/Stress_management http://www.essortment.com/stress-management-techniques-college-students-40346.html http://www.brianmac.co.uk/stress.htm

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APPENDICES

44

Appendix A Sample Letter of Request

February 09, 2015

Dr. Carlito B. Olaer VP, Student Affairs Office Centro Escolar University

Dear Sir: We, bona fide Psychology students of Centro Escolar University from section 2-A, are currently conducting an undergraduate research titled “The Efficiency of Stress Management in Sports and Academic Performances of Varsity Players in CEU Manila”, as a partial requirement for our course in Communication Skills 14. In connection with this, we are asking for your permission to allow us to conduct a brief interview with the coach and Team captain of the following: 1. University Pep Squad 2. Men’s Basketball 3. Women’s Basketball 4. Women’s Volleyball 5. Men’s Futsal 6. Badminton 7. Swimming Only ten (10) randomly selected players of each team will participate as the respondents of our thesis. Rest assured that all the data gathered will be kept confidentially and for research purpose only. We hope for your favorable action on our request. Thank you.

Respectfully yours,

Mangandi, Krizelle Raine V. BSPSY2A

45

Appendix B Sample Letter of Request to Coach February 09, 2015

Mr. Vincent Raphael Manarang Head Coach, Pep Squad Centro Escolar University Mendiola, Manila

Dear Sir:

We, bona fide Psychology students of Centro Escolar University from section 2-A, are currently conducting an undergraduate research titled “The Efficiency of Stress Management in Sports and Academic Performances of Varsity Players in CEU Manila”, as a partial requirement for our course in Communication Skills 14. In connection with this, we are asking for your permission to allow us to undergo a survey to the players that will be used as the respondents of our thesis, and to conduct a brief interview with the coach and team captain of the following: 1. University Pep Squad 2. Men’s Basketball 3. Women’s Basketball 4. Women’s Volleyball 5. Men’s Futsal 6. Badminton 7. Swimming Only ten (10) randomly selected players of each team will participate as the respondents of our thesis. Rest assured that all the data gathered will be kept confidentially and for research purpose only. We hope for your favorable action on our request. Thank you.

Respectfully yours,

Mangandi, Krizelle Raine V. BSPSY2A

46

Appendix C Sample Letter of Request to Respondents

Dear respondents,

We, the researchers from BS Psychology Second Year Section A, would like to ask you to answer the questionnaire for our undergraduate research titled “The Efficiency of Stress Management on Sports and Academic Performance of Varsity players in CEU Manila”. The purpose of this study is to find out the efficiency of the stress management that the CEU Manila varsity teams are engaged in. Your response to this questionnaire will be treated with utmost confidentiality and shall be restricted for reference purposes only.

I acknowledge that I have answered this given questionnaire freely and without coercion.

Printed name with signature

47

Appendix D Sample Survey Questionnaire

Centro Escolar University Mendiola, Manila

The Efficiency of Stress Management on Sports and Academic Performances of Varsity Players in CEU Manila

Direction: Put a check () if it corresponds to your answer. 1. What is your profile in terms of: 1.1. Age: _____15-17

_____18- 20 _____21-23

_____24 and above

1.2 Gender: _____Female

_______Male

1.3 Course _____Science Courses

______Non-Science Courses

48

1.4 Year level _____1st year

_____2nd year

_____3rd year

_____4th year

_____5th year

_____6th year

_____Basketball

____Volleyball

_____Futsal/Football

_____Cheerleading

____Badminton

_____Taekwondo

_____Table Tennis

____Swimming

_____Chess

1.5 Sport engaged into

1.6 Type of sport _____Individual/Dual sports

_____Team Sports

1.7 Sports engagement _____Elementary

_____High School

_____College

Anxiety Test Direction: Put a check () on the box that corresponds to your answer.

OFTEN 1

I start to feel uneasy before a competition starts.

2

Before I compete, I notice my heart beats faster than normal.

3

Before I compete, I get a queasy feeling in my stomach.

4

Before I compete, I worry about not being able to perform well.

5

I fear that I might disappoint my coach.

SOMETIMES RARELY

49

6 7

I worry that I might let down my team I worry that I might leave the team/this sport if I got failing grades in school.

Direction: Read each statement below and encircle that letter that corresponds to your answer.

As a college student-athlete, do these concerns made up the sources of your stress?

ALWAYS

SOMETIMES

NEVER

1 Balancing sport and academic demands

a

b

c

2 Too many responsibilities

a

b

c

3 Finances (e.g. tuition, misc., etc.)

a

b

c

4 Pressure to win a competition

a

b

c

5 Social Life

a

b

c

6 Conflict with the coach

a

b

c

7 Not getting the necessary amount of sleep

a

b

c

8 Injury or illness

a

b

c

Do these activities help you cope up with your stress?

ALWAYS

SOMETIMES

NEVER

1 Hanging out with friends

a

b

c

2 Completing tasks one by one

a

b

c

3 Talking about stress problems

a

b

c

4 Exercising and maintaining a healthy life

a

b

c

50

5 Practicing Faith

a

b

c

6 Playing games

a

b

c

7 Going to the bar and partying

a

b

c

Direction: Put a check () on the box that corresponds to your answer.

OFTEN 1 Do you still have time to self-study? 2 Do you bring school works at home? 3 Do you cram your school works? 4 Do you still get high grades when you cram?

Do you get higher grades when you cram than when 5 not? 6 7

8 9 10

When the audience cheer you and your team, does it helps you win the game/competition? When the audience cheer your opponent, does it discourage you during the game/competition? When your coach yell at you during a game/competition, does it help you to perform better? Do you feel discouraged if there is no one to cheer you on? Does stress/pressure motivates you to perform better?

SOMETIMES

RARELY

51

Direction: Encircle the letter that corresponds to your answer.

1. When I’m chosen to perform/play in a competition/game, I feel… a. I feel proud and confident b. I feel anxiety creeping on me c. I have this fear that my coach will be disappointed if I fail this d. I feel nothing 2. When I got home late because of training and still have loads of school works to do.. a. I will pull an all-nighter just to finish my school works b. I will just sleep in because I feel tired after all those training c. I will never do my school works, they’re not important to me. d. I will just copy my friend’s work tomorrow. 3. When I get a severe injury and won’t be able to participate in the competition after all those training… a. I would just wait to recover fully so I can go back to playing b. I would feel discouraged and might decide to quit c. I would just focus on my studies d. I feel nothing 4. When I lose in a game/competition.. a. I feel motivated to work harder than before b. I feel like I want to quit c. I feel embarrassed d. I feel nothing

52

5. When I'm benched or not allowed to play in the competition for the whole season, I feel... a. I feel motivated to train harder b. I feel disappointed with myself c. I feel that I want to quit. d. I feel nothing. 6. When I participate in the game/competition and achieved triumph, I … a. I feel proud and confident b. I became more pressured than before c. I feel motivated to train harder d. I don't feel anything 7. When I passed the exam even if I didn't review because of training, I… a. I feel happy and proud b. I feel anxious c. I don’t care about it at all d. I don't feel anything 8. When I'm the reason why my co-player is injured, I … a. I feel guilty and might decide to quit b. I feel anxious c. I will feel bad about but I won’t be discouraged because of it. d. I don't feel anything 9. When my coach is mad at me because i didn't train because of school works, I.. a. I feel embarassed

53

b. I feel more stressful than before c. I feel pressured but I will not let it affect me d. I don't feel anything 10. When I fail an exam, I usually.. a. Push myself and study harder than before b. I go to parties and drink c. I will take a break from training and focus more on studies. d. I will just hang out with my friends 11. When my teacher warned me about my missed classes and requirements, I… a. I feel pressured more than before b. I can’t balance academics and sports, so I might quit the sport. c. I will feel pressured but won’t let it affect my performance d. I don't feel anything 12. When I miss class, quizzes, and exams because of training.. a. I feel disappointed with myself b. I feel fine. I don’t care about my grades anyway c. I will try my very hardest to catch up with my studies d. I feel nothing

54

Appendix E Sample Interview Questions for Coach

Interview Questions for Coach 1. Does the school provide stress management program for our varsity players? 2. How are you as a coach to them?  Are you strict?  Do you reward and punish them? 3. How do you motivate the players to do well during training?  Do you yell at them when they make a mistake?  What is your view with regards to yelling, do you think it will help them to cope up with the game or the other way around? 4. How do you uplift the spirit of the team? 5. How do you bring hope in the next quarter/set in a scenario where your team is left behind or is about to lose in the game?  Do you advise them to never give up? 6. How do you feel when the team lose in a game/competition?  Do you train them harder? Are they not allowed to have fun?  Do you encourage them to push forward? How do you do so? 7. After winning the game/competition, what kind of things do you do? 8. How do you strengthen the bonding of a team?  Do you create activities that enhance team work?  How often and for what purpose you conduct team building? 9. In scenarios where conflicts or fights arise in the team, how do you resolve it? 10. How do you handle situations like when a player injures himself?  How do you motivate him?  How will you encourage him to bring his self-confidence back? 11. Do you give advices to your players that aren’t related to sports? 12. Are finances still a major problem to the players despite of being a scholar? 13. How well do you manage your players with regards to their academic performance?  Do you encourage them to prioritize studies first before sports?  Do you prefer them to do well on sports, academics, or both? 14. What do you advise them to do for them to manage their stress? 15. Why do you think they need to manage those stress?  How will it affect their sports performance?

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CURRICULUM VITAE

56

Curriculum Vitae

I.

Personal Information

Name: Christine Carol L. Biagtan Date of Birth: September 30, 1992 Gender: Female Civil Status: Single Nationality: Filipino Current Address: 10224 Centennial 2-B, Pinagbuhatan, Pasig Contact number: Email Address: [email protected]

II.

Academic Information

Primary: Sta. Rosa Catholic School Secondary: Sta. Rosa Catholic School Tertiary: Centro Escolar University 2013 – Present

57

Curriculum Vitae

I.

Personal Information

Name: Krizelle Raine V. Mangandi Date of Birth: September 22, 1997 Gender: Female Civil Status: Single Nationality: Filipino Current Address: 017 J. Basig St. Cainta, Rizal Contact number: 09178256686 Email Address: [email protected]

II.

Academic Information

Primary: Greenland Academy Secondary: Greenland Academy Tertiary: Centro Escolar University 2013 - Present

58

Curriculum Vitae I.

Personal Information

Name: Lance Gabrielle C. Manuel Date of Birth: April 10, 1997 Gender: Male Civil Status: Single Nationality: Filipino Current Address: 113 E. Rodriguez Ave. Taytay, Rizal Contact number: 09328662151 Email Address: [email protected]

II.

II.

Academic Information

Primary: Amazing Grace Christian Learning Centre 2003-2009 Secondary: Siena College of Taytay 2009-2013 Tertiary: Centro Escolar University 2013 - Present

59

Curriculum Vitae

I.

Personal Information

Name: Quiara Vhae V. Mata Date of Birth: May 22, 1997 Gender: Female Civil Status: Single Nationality: Filipino Current Address: 911 Algeciras St., Sampaloc, Manila Contact number: 0916779530 Email Address: [email protected]

II.

Academic Information

Primary: Little Smarties Learning Center and Darwin International School Secondary: Darwin International School and Le Athenaeum Montessori of Bulacan Tertiary: Centro Escolar University 2013 - Present

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Curriculum Vitae

I.

Personal Information

Name: Ma. Sovietskaya T. Oringo Date of Birth: November 16, 1996 Gender: Female Civil Status: Single Nationality: Filipino Current Address: 862 Leyte del surst.Sampaloc, Manila Contact number: 09062238108 Email Address: [email protected]

II.

Academic Information

Primary: Padre Burgos Elementary School Secondary: Victorino Mapa Highschool Tertiary: Centro Escolar University 2013 - Present

61

Curriculum Vitae

I.

Personal Information

Name: Fritz Sigrid T. Payawal Date of Birth: March 25, 1997 Gender: Female Civil Status: Single Nationality: Filipino Current Address: #255 McKinley St., Paralaya, Candaba, Pampanga Contact number: 09057202597 Email Address: [email protected]

II.

Academic Information

Primary: Candaba Ecumenical Learning Center Secondary: Pampanga High School Tertiary: Centro Escolar University 2013 - Present

62

Curriculum Vitae

I.

Personal Information

Name: Li-ann Pauline F. Sabusap Date of Birth: September 12, 1997 Gender: Female Civil Status: Single Nationality: Filipino Current Address: Vizione Dormitory, Tolentino St. Samapaloc, Manila Contact number: 0946184633 Email Address: [email protected]

II.

Academic Information

Primary: San Rafael Natividad Elementary School Secondary: Magsaysay Memorial College Tertiary: Centro Escolar University 2013 – Present

63

Curriculum Vitae

I.

Personal Information

Name: Marie Anthonette D. Virina Date of Birth: March 6, 1996 Gender: Female Civil Status: Single Nationality: Filipino Current Address: 1321 Sta. Clara St. Samapaloc, Manila Contact number: 09266380406 Email Address: [email protected]

II.

Academic Information

Primary: Cornerstone Christian Academy of Nagcarlan Secondary: St. Mary’s Academy of Nagcarlan Tertiary: Centro Escolar University 2013 - Present