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BS Secondary Education (DRRR 01)
Cotabato State University
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Republic of the Philippines COTABATO CITY STATE UNIVERSITY Sinsuat Avenue, Cotabato City COLLEGE OF TEACHER EDUCATION PERCEIVED STRESS LEVELS AND HEALTH PROMOTING BEHAVIORS AMONG STUDENT ATHLETES OF COTABATO STATE UNIVERSITY A Thesis Presented to the Faculty of the College of Teacher Education - Cotabato State University In Partial Fulfillment of the Requirement for the Degree Bachelor of Physical Education Deocampo, Alexander L. Dumayon, Rayhana P. Sampulna, Surainie L. Dumas, Jairene B. June 2023 i
APPROVAL SHEET
The faculty of the College of Teacher Education - Cotabato State University accepts this study: “PERCEIVED STRESS LEVELS AND HEALTH PROMOTING BEHAVIORS AMONG STUDENT ATHLETES OF COTABATO STATE UNIVERSITY” SUBMITTED by ALEXANDER L. DEOCAMPO, RAYHANA P. DUMAYON, SURAINIE L. SAMPULNA, JAIRENE B. DUMAS in partial fulfillment of the requirements for the degree, Bachelor of Physical Education. APPROVED, June 7, 2023 by The Thesis Advisory Panel during the Oral Examination. FAIRUDZ A. DALANTAY.,Ph. SORAIDA M. KALANDUYAN.,Ph. Chairman Member JOEL C. PATIÑO JR., MSEd-MATH Adviser ACCEPTED in partial fulfillment of the requirements for the degree, Bachelor of Physical Education. ZAHRA P. LUYUGEN.,MAELT Research Teacher MARIPAZ C. ABAS, Ed. Dean, College of Teacher Education ii
ACKNOWLEDGMENT
First and foremost, praises and thanks to God, the Almighty or Allah, for the blessings throughout their research work to complete the research successfully. The researchers would like to express their warmest gratitude to the people mentioned below who contributed to making this study feasible. To the invaluable support of their family, friends and loved ones who supported them financially, morally, and spiritually from the time they started conducting the study until its completion. Those support boosted their morale and spirit in finishing what they started. Also, the researchers would like to commend them for the endless understanding and tireless motivations. The researchers gratefully acknowledge and extend their sincere gratitude to their research supervisors, Zahra P. Luyugen.,MAELT and Instr. Joel C. Patiño Jr.,MSEd-Math who guide and encourage them in drawing out their ideas and skills in writing. The researchers would also like to acknowledge our fellow classmates for their insights and contributions. Thank you especially to the individuals who served as our respondents. We appreciate the assistance you offer. iv
ABSTRACT
DEOCAMPO, ALEXANDER L., DUMAYON, RAYHANA P., SAMPULNA,
SURAINIE L., DUMAS, JAIRENE B. Cotabato State University, June 2023, “PERCEIVED STRESS LEVELS AND HEALTH PROMOTING BEHAVIORS AMONG STUDENT ATHLETES OF COTABATO STATE UNIVERSITY” Research Teacher: ZAHRA P. LUYUGEN.,MAELT Research Adviser: JOEL C. PATIÑO JR.,MSEd-MATH College life may increase a collegiate-athlete's risk of experiencing both physical and mental issues (Li et al., 2017 ; Moreland et al., 2018 ) that may affect their overall health and wellness. This study used a descriptive correlation design methods to determine the stress levels and health promoting behaviors among selected athletes-students of Cotabato State University. The respondents of the study were selected athletes students of Cotabato State University-College of Teacher Education for the school year 2022-2023. The findings revealed that in terms of sex, females dominated the number of respondents and in terms of age, majority of the respondents v
TABLE OF CONTENTS
Page Tittle Page.............................................................................................. Approval Sheet...................................................................................... Dedication............................................................................................. ............................................................................................................... Acknowledgement................................................................................. Abstract................................................................................................. Table of Contents.................................................................................. CHAPTER INTRODUCTION..................................................................... 1 Statement of the Problem............................................................. 3 Hypothesis of the Study................................................................ 4 Significance of the Study.............................................................. 5 Scope and Delimitation................................................................. 6 Definition of Terms........................................................................ 6 Review of Related Literature.................................................. 7 Conceptual Framework.......................................................... METHODOLOGY..................................................................... 11 vii
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- RESULTS AND DISCUSSION....................................................
- SUMMARY.............................................................................
- CONCLUSIONS.......................................................................
- RECOMMENDATIONS..............................................................
- REFERENCES
- APPENDICES.........................................................................
- Appendix A: Survey Letters
- Appendix B: Survey Questionnaire
- Appendix C: Documentation
- CURRICULUM VITAE
1 Chapter I INTRODUCTION College athletes have different levels of success and failures throughout their college careers. Many universities aim to produce student athletes that are capable to compete in different sports activities. The years spent in college serve as a transitional stage between late adolescence and early adulthood. Traditional college students, between the ages of 18 and 25, may be adjusting to a new environment both academically and personally, struggling to develop their own unique personalities, maintaining their levels of academic achievement and effectively manage their time. In addition, students may experience stress from their parents, friends, or peers, as well as from trying to fit in and financial status. Such challenges will result students to experience tremendous stress. “Stress can be detrimental to the student's mental and physical health as well as to sport performance.” (Ivarsson et al., 2017; Li etal., 2017). It is evident that a regular college student must deal with the stresses of daily life can be difficult. Student athletes are a prime example of this. Student athletes represent a diverse, unique population with special needs due to their roles on campus and their Typical lifestyles (Ferrante, et al 1996). Mental or emotional health of student athletes can affect in their engagement in sports. In fact,
2 Humphrey, et al (2000) found that almost half of the male athletes and slightly more than half of the female athletes interviewed reported that stresses associated with sport participation significantly affected their mental or emotional health. College students and student athletes, however, experience stress as an issue not just because of the direct toll it can take on their physical, mental, and academic well-being, but also because of the unintended consequences it may have on their health- related habits. A lot of study has focused on the relationship between stress and health risk behaviors; little research has examined the relationship between stress and health promoting behaviors. Walker, et al (1987) describe health promoting behaviour as “an expression of the human actualizing tendency.. toward sustaining or increasing the individual’s level of well-being, self-actualization, and personal fulfilment”. Health enhancing or health promoting behaviors are not simply a means to protect against or decrease the probability of disease. Millar and Millar (1993) further explain health promoting behaviors as actions which directly increase health or offer opportunities to individuals to make themselves more healthy. Consequently, health promoting behaviors are activities which must be a continuing and vital part of an individual’s lifestyle in order to reap the benefits. Examples of health promoting behaviours include physical activity, stress management, spiritual growth, and nutritious eating habits.
4 2. What is the overall perceived stress level of student-athletes? 3. What is the health promoting behavior of the student-athletes? 4. Is there a significant relationship between stress levels and profile? 5. Is there a significant relationship between health promoting behaviors in student-athletes and profile? 6. Is there a significant relationship between stress levels and health promoting behaviors in student-athletes? Hypotheses of the Study Ho 1 = There is no significant relationship between stress levels and profile Ho 2 = There is no significant relationship between health promoting behaviors in student-athletes and profile Ho 3 = There is no significant relationship between stress levels and health promoting behaviors in student-athletes Conceptual Framework The Figure 1 illustrates the perceived stress level and health promoting behaviors among student-athletes of Cotabato State University. Profile a. Age b. Sex; and c. Sports involve Health Promoting Behavior
5 Figure 1. Schematic diagram showing the relationship between independent and dependent variables. Significance of the Study The results of this study provide additional information about perceived stress levels and health promoting behaviors among student athletes of Cotabato State University. Administration- The study helps to monitor the status and profile of the student athletes at Cotabato State University. It reinforces creativity and a guide in decision making in implementing sports activities and improving the student athletes’ performance. Teachers- It will serve as a guide in the teaching process and planning sports activities. It can help them to encourage student athletes to see the benefit of health promoting behaviors as an important component to a successful college experience. Student-Athletes - They will be able to explore different health promoting behaviors and see the benefit of it in engaging in different sports activities. Additionally, it will serve as a guide to in maintaining their mental and physical health. Perceived Stress Level Health Promoting Behavior
7 Student-athlete - refers must be enrolled in and attend courses offered by the college while also participating in a competitive intercollegiate sport. Sports - refer to team and individual activities that involve physical activity and abilities that improve social interaction and boost self- esteem. CHAPTER II REVIEW RELATED LITERATURE This chapter opens with a review of the term stress's development. Stress investigation. It then provides a literature overview of stress, stress causes (sometimes known as 'hassles’), health-promoting habits, and the link between stress and health-promoting behaviors. Stress and Stress Research's Evolution The term “stress” is an umbrella term representing experiences in which the environmental demands of a situation outweigh the individual’s perceived psychological and physiological ability to cope with it effectively
8 Cohen et al., 2016. One important distinction in studying stress is to differentiate between exposures to stressful events and the responses to these events. Stressful events or “stressors” are discrete events that can be objectively rated as having the potential to alter or disrupt typical psychological functioning, such as losing your job or getting divorced. Stress responses are the cognitive, emotional, and biological reactions that these stressful events evoke Epidemiological studies confirm that both experiencing a greater number of stressful events and reporting high perceived stress over long periods of time are associated with worse mental and physical health, and mortality Epel et al., 2018. The association between greater stressor exposure and increased disease risk has been replicated with many different types of stressor exposures (e. discrimination, care giving, and work stress) and a range of aging-related health outcomes (e. cardiovascular disease, metabolic syndrome, mortality). The mechanistic pathways underlying these associations have also been detailed Boyce, 2015 ; McEwen, 2015; Miller et al., 2009. Despite this compelling evidence, however, health researchers often measure stress using invalidated measures or select a single type of stress to measure, thus either missing entirely or underestimating the role stress plays in predicting disease onset or progression. One of the main reasons for the lack of sophisticated measurement and inclusion of psychological stress in health
10 While it is apparent college years are a period of time when young adults experience a significant amount of change and a variety of novel challenges. Academic performance, social demands, adjusting to life away from home, and financial challenges are just a few of the burdens college students must confront (Humphrey et al., 2000 ; Paule and Gilson, 2010 ; Aquilina, 2013. In addition to these stressors, collegiate athletes are required to spend a substantial amount of time participating in activities related to their sport, such as attending practices and training sessions, team meetings, travel, and competitions (Humphrey et al., 2000 ; López de Subijana et al., 2015 ; Davis et al., 2019 ; Hyatt and Kavazis, 2019. These commitments, in addition to the normal stress associated with college life, may increase a collegiate-athlete's risk of experiencing both physical and mental issues (Li et al., 2017 ; Moreland et al., 2018 ) that may affect their overall health and wellness. For these reasons, it is essential that coaches understand the types of stressors collegiate athletes face in order to help them manage the potentially deleterious effects stress may have on athletic and academic performance. Additionally, based on the cumulative nature of stress, it is important that both mental and emotional stressors are also considered in programming. It is imperative that strength and conditioning coaches are aware of the multitude of stressors collegiate athletes’ encounter, in order to incorporate illness and injury risk management education into their training programs (Radcliffe et al., 2015 ; Ivarsson et al., 2017 ).
11 Based on the large number of contact hours strength and conditioning coaches spend with their athletes, they are in an optimal position to assist athletes with developing effective coping strategies to manage stress. By doing so, strength and conditioning coaches may be able to help reach the overarching goal of improving the health, wellness, fitness, and performance of the athletes they coach. The purpose of this review article is to provide the strength and conditioning professional with a foundational understanding of the types of stressors collegiate athletes may experience, and how these stressors may impact mental health and athletic performance. Suggestions for assisting athletes with developing effective coping strategies to reduce potential physiological and psychological impacts of stress will also be provided . Student-Athlete The coach-rating scale for Achievement-Motivated Behavior in Individual Sports (AMBIS-I) was constructed to measure achievement motivation, not from athletes’ own views but from coaches’ perspectives. The tool was already checked for reliability as well as content, factorial, and concurrent criterion validity (Zuber and Conzelmann, 2019 ). To further establish construct and criterion validity, two different samples were involved. Sample 1 included 67 experienced coaches rating their
Research ah final na ito
Course: BS Secondary Education (DRRR 01)
University: Cotabato State University
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