Between Class and Court: Navigational Strategies of Student-Athletes in Managing Academic and Athletic Demands

INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS
ISSN(p in ): 2643-9840, ISSN(online): 2643-9875
Volume 08 Issue 10 Oc obe 2025
DOI: 10.47191/ijm a/ 8-i10-04, Impac Fac o : 8.266
Page No. 5488-5523
IJMRA, Volume 08 Issue 10 Oc obe 2025 www.ijm a.in Page 5488
Be ween Class and Cou : Na iga ional S a egies o S uden -A hle es in
Managing Academic and A hle ic Demands
Mohammed C. Pa agas1, Samboy G. Nabo 2
1,2School: Uni e si y o Pe pe ual Help Sys em Dal a Las Piñas Campus
ABSTRACT: This quali a i e s udy explo ed he na iga ional s a egies employed by s uden -a hle es in managing he dual
demands o academics and a hle ics. Using a phenomenological app oach, he esea ch aimed o unde s and he essence o
s uden -a hle es’ li ed expe iences, unco e he signi ican challenges hey ace, and iden i y he s a egies hey adop o main ain
balance. Ten pu posely selec ed junio and senio high school s uden -a hle es om Co azon C. Aquino High School, ep esen ing
di e se spo s such as baske ball, olleyball, a hle ics, and a nis, pa icipa ed in semi-s uc u ed in e iews. Da a we e analyzed
using Colaizzi’s me hod, e ealing ecu ing hemes clus e ed unde i e o e a ching ca ego ies: Time Managemen and
P io i iza ion, Academic Sac i ices and Resilience, Suppo Sys ems and Flexibili y, S ess and Emo ional Challenges, and Social
In luence and Pee Mo i a ion. Findings indica e ha s uden -a hle es employ s a egic planning, pe sonal sac i ice, and eliance
on social suppo o na iga e o e lapping academic and a hle ic esponsibili ies. Thei expe iences highligh he de elopmen o
esilience, discipline, leade ship, and a s ong sense o iden i y, emphasizing ha success in bo h domains equi es sus ained e o
and adap abili y. The s udy concludes ha holis ic suppo om eache s, coaches, amilies, and ins i u ions is c i ical o os e ing
bo h academic achie emen and a hle ic g ow h. Recommenda ions ocus on p ac ical in e en ions, including lexible academic
policies, s uc u ed aining schedules, wellness ini ia i es, and ime-managemen s a egies, aimed a enhancing he o e all well-
being and pe o mance o s uden -a hle es. This esea ch con ibu es aluable insigh s in o he li ed eali ies o s uden -a hle es,
o e ing guidance o educa ional and a hle ic p og ams o suppo balanced de elopmen .
KEYWORDS: academic demands, a hle ic demands, men al heal h, na iga ional s a egies, esilience, s uden -a hle es, suppo
sys ems, ime managemen .
I. INTRODUCTION
S uden -a hle es equen ly expe ience an absu d balancing p ocess be ween he inadequa e demands o academics and
he o e en husiasm demands o compe i ion spo (Wang e al., 2024). The dual oles o school and spo con oca ion o
consis en ime managemen , emo ional con ol and he lexibili y o coping s yles and main enance o high ope a ion in ei he
domains (Jiang & Wang, 2025). Recen esea ch unde sco es he ac ha hese in e wined esponsibili ies inc ease he
likelihood o s uden -a hle es o become o e s essed, bu n ou , and o ail in school when hey lack good coping skills (C aw o d
e al., 2023; Hoxha e al., 2024).
Tensions c ea ed by academic demands o being a s uden -a hle e, he esponsibili ies associa ed wi h academic
schedules and equi emen s such as es p epa a ion p ojec s and hei deadlines, alongside a hle ic aining, game and a el
equi emen s equen ly esul in ime con lic s and emo ional exhaus ion. Acco ding o Wang e al. (2024); 36.1% o s uden -
a hle es epo ed poo sleep quali y, which may be di ec ly ela ed o bo h academic and a hle ic s ess; s ess le els in pa icula
we e signi ican ly co ela ed wi h educed academic engagemen . Consis en wi h his, Jiang and Wang (2025) a gued ha he
double basic oles o s uden -a hle es hea ily in luence hei psychological well-being when he academic iden i y clashes wi h
a hle ic pe o mance expec a ions.
The na iga ional s a egies o s uden -a hle es a e con ingen upon hei le els o emo ional ma u i y, social suppo , and suppo
om hei ins i u ions. Typical in e en ions in ol e goal se ing, ime managemen , pee suppo , sel - egula ion, and
mind ulness aining (Sae he e al., 2022).
Addi ionally, suppo a bo h he ins i u ional and pe sonal le els is c i ical o he main enance o he dual iden i y o
s uden -a hle es. In Koso o, mo e han 60% o s uden -a hle es highligh ed academic wo kload and a el a igue, ad oca ing
Be ween Class and Cou : Na iga ional S a egies o S uden -A hle es in Managing Academic and A hle ic Demands
IJMRA, Volume 08 Issue 10 Oc obe 2025 www.ijm a.in Page 5489
he in oduc ion o s uc u ed suppo bases, ha is, u o ing, al e a ions in he schedules, and men o ing (Hoxha, Hyseni-Du aku,
e al., 2024). Fo ins ance, No way in oduced he eli e spo model, in which educa ion and spo de elopmen a e combined,
esul ing in a be e achie emen and comple ion o s udies (Sæ he e al., 2022).
This s udy, i led “Be ween Class and Cou : Na iga ional S a egies o S uden -A hle es in Managing Academic and
A hle ic Demands,” se s ou o look in o how s uden -a hle es handle he p essu e o juggling school esponsibili ies wi h he
demands o compe i i e spo s. I ies o unde s and a ew hings. Wha a e he main s esso s hey ace? How do hey espond
o hem? And maybe jus as impo an , wha kind o suppo do hey ac ually ecei e and is i enough, o e en help ul a all? The
hope is ha by ge ing a clea e pic u e o wha hese s uden -a hle es go h ough, he esea ch can o e some hing meaning ul.
Some hing ha migh help eache s, coaches, o e en hose who c ea e policies hink mo e in en ionally abou how o suppo
s uden s who a e cons an ly being pulled in wo di ec ions. No jus academically o a hle ically, bu as whole indi iduals ying o
keep bo h sides o hei li es om alling ou o balance.
This kind o balancing ac doesn’ jus c ea e scheduling con lic s. I shapes hei en i e expe ience as s uden s. S ess
builds up when hey miss class o compe i ions o ind hemsel es s udying la e a e exhaus ing p ac ice sessions. And some imes
he p essu e isn’ jus in e nal. I can come om ou side, oo. Some eache s don’ show much pa ience. Pa en s migh wo y ha
spo s a e pulling hem away om academics. The e a e e en cases whe e s uden s a e kep om playing jus because o ea lie
dips in hei g ades o assump ions abou hei p io i ies. The esea che has seen hese hings happen and i aises a bigge
ques ion: a e schools eally designed o suppo s uden s who y o do bo h?
Time managemen seems o be one o he bigges challenges s uden -a hle es ace. McKenna and Duns an (2023) poin
ou ha when s uden s s uggle o juggle school and spo s, i can lead o emo ional a igue and, e en ually, poo academic
ou comes. I ’s no uncommon o hem o skip meals, s ay up a oo la e, o pull away om social ac i i ies, all in an e o o
mee wha can some imes eel like compe ing demands om eache s and coaches. Wi hou p ope suppo o a leas some
s uc u ed guidance, hese young a hle es a e ulne able. Bu nou becomes mo e han a buzzwo d. I becomes a eal possibili y.
And some imes, sadly, i leads hem o gi e up ei he hei s udies o hei spo al oge he . When schools don' o e lexible
scheduling, makeup wo k, o e en jus eache s who unde s and he load hese s uden s ca y, i ends up unde mining he e y
idea o de eloping he whole pe son.
This s udy, “Be ween Class and Cou : Na iga ional S a egies o S uden -A hle es in Managing Academic and A hle ic
Demands,” wan s o unde s and ha dilemma be e . I looks in o wha s a egies s uden -a hle es a e ac ually using day o day,
and a he same ime, i ies o unco e whe e schools migh be unin en ionally making hings ha de . The goal isn’ jus o poin
ou wha ’s missing—i ’s o encou age schools, educa o s, e en amilies, o hink mo e deeply abou how hey can help. No jus
in spo s. No jus in g ades. Bu in making su e hese s uden s don’ ha e o sac i ice one pa o hemsel es o succeed in ano he .
The p esen s udy employs he Social Ecological Model (SEM) as he guiding heo e ical amewo k o analyze he coping
and na iga ional s a egies o s uden -a hle es. SEM emphasizes ha an indi idual’s expe iences and beha io s a e no shaped in
isola ion bu a e he esul o dynamic in e ac ions ac oss mul iple le els o in luence. In he case o s uden -a hle es, hese laye s
include pe sonal a ibu es, in e pe sonal ela ionships, ins i u ional s uc u es, and b oade policy en i onmen s. This amewo k
also highligh s he impo ance o ex e nal suppo s, such as amily, eache s, and coaches, in os e ing esilience among s uden -
a hle es. Fu he mo e, i allows he s udy o iden i y no only he ba ie s ha hinde academic and a hle ic balance bu also he
enabling ac o s ha p omo e s uden -a hle es’ o e all well-being and success.
Resea ch Ques ion
This s udy aims o explo e and analyze he na iga ional s a egies employed by s uden -a hle es in managing he
compe ing demands o academics and a hle ics.
Cen al Ques ions
Wha is he essence o he li ed expe iences o he s uden -a hle es in balancing hei academic and a hle ic demands?
Co olla y Ques ions
1. How do s uden -a hle es desc ibed hei mos signi ican expe iences in coping wi h academic and a hle ic p essu es?
2. Wha hemes eme ged om he na a i es and es imonies o s uden -a hle es ega ding hei na iga ional s a egy?
3. Wha meanings can be d awn om he li ed expe iences o s uden -a hle es in managing dual oles as lea ne s and a hle es?
4. Based on he indings o he s udy, wha speci ic in e en ions can be p oposed o add ess he academic and a hle ic challenges
o s uden -a hle es?
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IJMRA, Volume 08 Issue 10 Oc obe 2025 www.ijm a.in Page 5490
Scope and Limi a ion o he S udy
This s udy se s ou o explo e how s uden -a hle es manage he o en o e whelmed ask o balancing academics and a hle ics.
I ocuses on a selec ed g oup o junio and senio high school s uden s who a e ac i ely pa icipa ing in bo h hei cou sewo k
and compe i i e spo s. Conduc ed om July o Augus 2025, he s udy aims no jus o desc ibe wha hey do bu o lis en o hei
li ed expe iences. Thei daily challenges, how hey adap , and wha s a egies hey lean on o s ay a loa as bo h s uden s and
a hle es a e cen al o he inqui y.
The esea ch akes a quali a i e app oach, using in-dep h in e iews o cap u e pe sonal s o ies. The s udy also looks a
emo ional and men al s ain, he in luence o people a ound hem, and he b oade en i onmen . All o his is conside ed h ough
he Social Ecological Model, which helps make sense o how di e en laye s in hei li es in e ac and a ec hei coping beha io s.
The scope is in en ionally na ow. I ocuses only on s uden -a hle es om Co azon C. Aquino High School, bo h in junio and
senio high. I does no ex end o p o essional a hle es o s uden s who a e no in ol ed in compe i i e spo s. Because his is a
quali a i e s udy, he indings a e no mean o ep esen all s uden -a hle es. Ins ead, hey a e in ended o o e meaning ul,
speci ic insigh s in o he li es o hose wi hin his unique g oup du ing he s udy pe iod.
The e a e, o cou se, limi a ions. The sample size is small, which is ypical o s udies like his, and he e is always he possibili y
o bias in pe sonal s o y elling. In addi ion, a iables such as academic le el, he ype o spo in ol ed, o he kind o suppo
a ailable a school migh shape expe iences in di e en ways. S ill, e en wi h hose ca ea s, he s udy hopes o p o ide use ul
pe spec i es—ones ha can help schools, spo s p og ams, and men al heal h p o essionals build be e , mo e esponsi e sys ems
o s uden -a hle es s i ing o balance academics and a hle ics.
F amewo k
Fig. 1. Social Ecological Model as F amewo k in Unde s anding Na iga ional S a egies o S uden -A hle es (Adap ed om
SEM by U ie B on enb enne , as ci ed by C aw o d, 2020)
The Socio-Ecological Model, o SEM, o e s a way o look a s uden -a hle es no jus as indi iduals ying o balance school
and spo s, bu as people ope a ing wi hin se e al laye s o in luence. De eloped o iginally by U ie B on enb enne and la e
applied ac oss a eas like public heal h and educa ion, he model emphasizes ha beha io , how people cope, how hey pe o m,
is shaped no jus in e nally bu h ough in e ac ions wi h hei su oundings. I wo ks ac oss i e le els: indi idual, in e pe sonal,
ins i u ional, communi y, and policy.
A he mos pe sonal le el, hings like sel -discipline, mo i a ion, and ime managemen come in o play. Some s uden -
a hle es a e na u ally be e a juggling igh schedules, bu e en hen, i ’s no easy. S ess builds. I ’s no jus abou icking boxes.
Nex comes he in e pe sonal laye , which is eally abou people. The ones closes o hem. Pa en s, coaches, classma es,
eamma es. Some imes ha suppo sys em is solid. Some imes i ’s agile. A well- imed encou agemen om a coach o a
classma e who o e s no es om a missed lesson can eally help. Bu when he e’s judgmen , like pa en s who downplay spo s
o coaches who don’ ca e abou g ades, i adds ano he laye o s ess. I can eel like he e’s no winning side.
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IJMRA, Volume 08 Issue 10 Oc obe 2025 www.ijm a.in Page 5491
Then you ha e he ins i u ional le el, he school i sel . This one's icky. I includes eache s, adminis a o s, policies, and e en
jus he gene al app oach schools ake owa d s uden -a hle es. Some schools a e lexible and make oom o a hle ic
commi men s. You hea abou s uden s missing classes o ou namen s and no being allowed o ca ch up, o eeling like hey
ha e o choose be ween spo s and school. Tha kind o igidi y isn’ always in en ional, bu i s ill has an impac .
The b oade school communi y adds ye ano he dimension. The cul u e wi hin a school eally ma e s. I bo h academic and
a hle ic achie emen a e espec ed and suppo ed equally, s uden -a hle es can h i e. Bu when spo s a e dismissed o
conside ed a dis ac ion, s uden s s a o in e nalize ha bias. I c ea es ension. And hones ly, e en he bes suppo a he
indi idual le el can be undone by a cul u e ha jus doesn’ see he alue in wha hey’ e doing.
And abo e all ha , he e’s policy. Regula ions, eligibili y ules, na ional o local p og ams. All o hese shape how s uden -
a hle es expe ience school and spo s. Some imes policies a e oo s ic , oo one-size- i s-all, and end up c ea ing mo e ba ie s
han solu ions. E en policies mean o help can all sho i hey’ e no esponsi e o he ac ual needs o s uden s on he g ound.
In he end, he SEM makes i clea ha we can’ jus ell s uden -a hle es o “manage be e ” o “ y ha de .” Tha ’s only one
small piece. Thei coping abili y is in luenced by e e y hing om how suppo i e hei pa en s a e o how lexible hei eache s
can be. E en school no ms and na ional policies ha e a say in how well hey succeed o whe e hey s uggle.
The key implica ion o his amewo k is ha suppo ing s uden -a hle es equi es a holis ic unde s anding o he b oade
ecosys em in which hey ope a e. Thei success canno be a ibu ed solely o indi idual e o , as academic and a hle ic
pe o mance a e shaped by in e connec ed ac o s such as ins i u ional policies, school cul u e, eache conside a ions, pee and
amily suppo , and pe sonal coping s a egies.
Figu e 2. Resea ch Pa adigm on he na iga ional s a egies o S uden -A hle es Based on he Socio-Ecological Model
(SEM)
This s udy is g ounded in he Social Ecological Model, o SEM, which was i s de eloped by U ie B on enb enne and la e
expanded upon in a ious ields, including educa ion and heal h (C aw o d, 2020). Wha makes SEM pa icula ly use ul is how i
conside s no jus indi idual ai s bu also he en i e en i onmen a pe son li es in. When i comes o s uden -a hle es, whose
daily li es a e shaped by bo h class oom expec a ions and aining schedules, ha kind o b oad, laye ed app oach eels necessa y.
Thei beha io isn' happening in a acuum.
The model ou lines se e al laye s o in luence: indi idual, in e pe sonal, ins i u ional, communi y, and policy ha shape how
people beha e and espond o p essu e (Ande son & Sou hall, 2022; Saa inen e al., 2025). In he con ex o s uden -a hle es,
hese mul iple laye s highligh how bo h immedia e en i onmen s and o e a ching policies in e ac o shape hei abili y o cope
and adap . Thus, when examining na iga ional s a egies, he Social Ecological Model p o ides a comp ehensi e amewo k ha
cap u es he complexi y o academic and a hle ic demands.
A he ins i u ional laye , school sys ems and academic policies signi ican ly shape he expe iences o s uden -a hle es. The
ype o suppo eache s p o ide, as well as how academic and a hle ic schedules a e coo dina ed, can ei he ease o in ensi y he
p essu es o dual oles. S udies indica e ha academic accommoda ions, such as lexible scheduling and access o u o ing,
posi i ely a ec s uden -a hle es’ pe o mance and educe s ess (K islo e al., 2021; Hong e al., 2023). Con e sely, he lack o
ins i u ional suppo —such as igid exam policies ollowing la e compe i ions—has been associa ed wi h academic s ain and
emo ional a igue (Zhang & Chen, 2022).
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The communi y le el expands he ocus o school cul u e and local pe cep ions o s uden -a hle es. Communi y a i udes
abou whe he a hle es can succeed academically as well as a hle ically ha e been shown o in luence s uden -a hle es’ sel -
concep and mo i a ion. Fo example, ecen indings sugges ha when school cul u e a i ms he dual iden i y o s uden -
a hle es, hey a e mo e likely o main ain balanced engagemen in bo h domains, whe eas nega i e s e eo ypes can os e sel -
doub and disengagemen (Ma inez e al., 2021; Kim & Lee, 2023).
A he policy le el, sys emic egula ions, such as schola ship equi emen s and educa ion depa men guidelines, c ea e
b oade condi ions ha di ec ly impac s uden -a hle es’ daily li es. While policies like GPA-based schola ships can encou age
academic pe sis ence, hey may also heigh en s ess when no pai ed wi h adequa e ins i u ional suppo (Walke & Dixon, 2020;
Saa inen e al., 2025). Resea ch unde sco es ha policies designed wi hou in eg a ed academic suppo mechanisms can
unin en ionally inc ease bu nou isk, whe eas holis ic policy amewo ks enhance bo h educa ional and a hle ic ou comes
(Ande son & Sou hall, 2022).
Ul ima ely, he Social Ecological Model (SEM) p o ides mo e han jus a heo e ical lens; i se es as a s uc u ed map o
iden i ying whe e and how s uden -a hle es can be be e suppo ed. Coping, in his con ex , is no simply a ma e o indi idual
s eng h, discipline, o willpowe . Ra he , i is shaped by he dynamic in e ac ion o mul iple laye s; pe sonal, social, ins i u ional,
communi y, and policy ha ei he acili a e o hinde s uden -a hle es’ abili y o balance dual oles.
Resea ch Design
This s udy employed a quali a i e esea ch design using a phenomenological app oach. Phenomenology, as a esea ch
adi ion, seeks o explo e and in e p e he essence o li ed expe iences by desc ibing how indi iduals pe cei e and make sense
o hei eali ies. Recen schola s emphasize ha phenomenology enables a deepe unde s anding o how pe sonal and social
con ex s shape indi idual expe iences, making i a powe ul me hod o unco e ing meaning in complex human si ua ions (Sundle
e al., 2020; Neubaue e al., 2020).
This app oach is pa icula ly sui ed o examining he li ed expe iences o s uden -a hle es as hey na iga e he challenges o
balancing academic esponsibili ies wi h he demands o a hle ic aining and compe i ion. Phenomenology unc ions bo h as a
me hodology and as a way o seeing he wo ld, allowing esea che s o mo e beyond desc ip ion owa d in e p e a ion o meaning
(Mous akas & Sigel, 2021; Thomas & Rosse , 2022). Speci ically, in e p e i e phenomenology highligh s he con ex ual na u e o
expe iences, enabling insigh s in o he meanings s uden -a hle es a ach o hei daily s uggles and coping s a egies.
A key me hodological p inciple o phenomenology is b acke ing, which equi es he esea che o se aside p econcep ions
and biases so ha pa icipan s’ oices can eme ge au hen ically.
The phenomenological design hus p o ides a means o cap u e ich, subjec i e insigh s in o he p essu es and coping
mechanisms o s uden -a hle es. I illumina es no only unique indi idual expe iences bu also he sha ed pa e ns ha de ine his
popula ion’s eali y.
Resea ch Ins umen
To gain a deepe unde s anding o he li ed expe iences o s uden -a hle es, his s udy u ilized a semi-s uc u ed in e iew
guide as he p ima y esea ch ins umen . Semi-s uc u ed in e iews a e widely ecognized in quali a i e esea ch o hei
lexibili y, allowing pa icipan s o eely exp ess hei hough s while ensu ing ha discussions emain aligned wi h he s udy’s
objec i es (Adhabi & Anozie, 2020; Cas illo-Mon oya, 2021). This design enabled he esea che o explo e no only whe he
s uden -a hle es s uggle wi h balancing academics and a hle ics, bu also how hey cope, adap , and make sense o hei e e yday
expe iences.
The in e iew guide was composed o open-ended ques ions ha encou aged pa icipan s o sha e de ailed accoun s o hei
ou ines, s ess managemen p ac ices, and ela ionships wi h pee s, coaches, eache s, and amily membe s.
By s uc u ing he in e iew guide in his way, he s udy ensu ed ha da a collec ed was ich, au hen ic, and aligned wi h he
phenomenological app oach. Mo eo e , he lexibili y o he ins umen p o ided space o pa icipan s o discuss sensi i e issues
such as academic p essu e, emo ional s ess, and a hle ic demands in a sa e and open manne .
Da a Ga he ing
Da a collec ion o his s udy is se o begin in July 2025. The plan is o conduc ace- o- ace in e iews wi h selec ed s uden -
a hle es om bo h Junio High and Senio High School a Co azon C. Aquino High School. These a e s uden s who, in one way o
ano he , a e juggling he p essu es o schoolwo k alongside a hle ic esponsibili ies. The goal isn' jus o ge ac s. i is o hea
om hem di ec ly, how hey manage, wha i eels like, and wha s a egies hey’ e ound ha help hem h ough i all.
Be o e any o hese in e iews happen, he esea che will i s secu e o icial pe mission om he school p incipal h ough a
o mal Pe mi o S udy. A e ha , s uden s will be app oached one a a ime. The e won’ be any p essu e. Jus a sho , hones

Be ween Class and Cou : Na iga ional S a egies o S uden -A hle es in Managing Academic and A hle ic Demands
IJMRA, Volume 08 Issue 10 Oc obe 2025 www.ijm a.in Page 5493
explana ion abou wha he s udy is abou , wha will happen du ing he in e iew, and wha he in o ma ion will be used o . Only
hose who gi e in o med consen will be included. And om he s a , i will be made e y clea : he audio and ideo eco dings
a e pu ely o academic pu poses. No hing will be sha ed ou side ha con ex . No clips pos ed online, no hing shown in public.
Jus da a, kep secu e.
Each in e iew will happen in a quie spo somewhe e in he school. No jus o p i acy, bu o make i easie o he s uden s
o elax and speak openly. Con e sa ions migh las anywhe e om 20 o 40 minu es.
The ques ions will be semi-s uc u ed. Tha means he e’s a basic guide o ollow, bu space is le open o mo e na u al
dialogue. I a s uden d i s in o some hing unexpec ed bu meaning ul, ha ’s okay. Some imes he mos aluable insigh s come
om unplanned di ec ions.
Du ing each session, he esea che will also ake a ew no es. Jus small hings like exp essions, pauses, o any hing ha eels
impo an bu migh no come ac oss in he eco ding. Once e e y hing’s done and he in e iews a e ansc ibed and double-
checked, all he iles will be s o ed secu ely. Names won’ be used in any epo s. And a e he esea ch is comple ed and e ained
o a easonable pe iod, he da a will be p ope ly disposed o .
Da a Analysis
To explo e he li ed expe iences o s uden -a hle es in balancing academics and a hle ics, his s udy adop ed Colaizzi’s
me hod o phenomenological da a analysis as adap ed in con empo a y quali a i e esea ch (Mo ow e al., 2021; Abu-Ras e al.,
2023). F om hese ansc ip s, signi ican s a emen s ela ed o he phenomenon we e iden i ied. These s a emen s ep esen ed
exp essions ha shed ligh on how s uden -a hle es unde s ood and na iga ed he dual demands o hei academic and a hle ic
li es. Each signi ican s a emen was hen analyzed o o mula e meanings, ensu ing ha in e p e a ions emained g ounded in
he pa icipan s’ pe spec i es while s ill cap u ing he unde lying essence o hei expe iences (Sundle e al., 2020).
Finally, o s eng hen c edibili y and us wo hiness, membe checking was conduc ed. Selec ed pa icipan s we e asked o
e iew he hema ic indings and in e p e a ions o ensu e ha hei oices we e accu a ely ep esen ed. Feedback p o ided
du ing his s age was inco po a ed in o he inal analysis, enhancing he au hen ici y and con i mabili y o he esul s (Thomas &
Magil y, 2021).
III. RESULTS
This chap e p esen s he indings o he s udy based on he da a collec ed om in e iews wi h s uden -a hle es. The
esponses we e ca e ully ansc ibed, coded, and analyzed o iden i y ecu ing pa e ns and signi ican insigh s. The esul s a e
o ganized hema ically, e lec ing he objec i es o he s udy and add essing he speci ic p oblems aised in he s a emen o he
p oblem. Each heme is suppo ed by di ec accoun s om pa icipan s, ollowed by he esea che ’s in e p e a ion o p o ide a
deepe unde s anding o he na iga ional s a egies used by s uden -a hle es in balancing hei academic and a hle ic
esponsibili ies.
The Demog aphic P o ile o S uden -A hle e Pa icipan s
The s udy in ol ed s uden -a hle es om Co azon C. Aquino High School who we e selec ed o p o ide insigh s in o how
hey cope wi h he dual demands o academics and a hle ics. The demog aphic p o ile, as p esen ed in Table 1, e lec s a mix o
gende s, g ade le els, and spo s pa icipa ion, ensu ing a di e se ep esen a ion o pe spec i es on managing bo h educa ional
esponsibili ies and a hle ic commi men s.
Table 1: P o ile o he Pa icipan s
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The pa icipan s’ ages anged om 12 o 17 yea s, co e ing bo h junio high school and senio high school le els. A no able
concen a ion o pa icipan s was in he 14–17 age ange, indica ing ha mos o he s uden -a hle es we e in hei adolescen
yea s, a s age whe e balancing academics and spo s is pa icula ly challenging. Younge pa icipan s, such as hose in G ade 7
and G ade 8, a e s ill in he ea ly s ages o adap ing o he dual demands o being bo h s uden s and a hle es, while olde
pa icipan s om G ades 11 and 12 ace g ea e esponsibili ies as hey p epa e o highe educa ion o u u e ca ee s.
The di e si y in sex and spo s in ol emen u he s eng hens he s udy by cap u ing a wide ange o expe iences. While
baske ball playe s o med he la ges g oup, o he spo s such as a hle ics, aekwondo, a nis, olleyball, and chee dance we e also
ep esen ed. This a ie y ensu es ha he s udy e lec s no jus he expe iences o a hle es in mains eam eam spo s bu also
hose engaged in indi idual and eme ging disciplines.
This demog aphic ep esen a ion se es as a s ong ounda ion o analyzing how s uden -a hle es om di e en
backg ounds cope wi h he challenges o managing academic esponsibili ies alongside a hle ic commi men s. I p o ides nuanced
insigh s in o he unique s uggles and s a egies o young a hle es as hey na iga e he demands o school and spo .
P oblem S a emen Numbe 1: S uden -a hle es’ desc ip ion o hei mos signi ican expe iences in na iga ional s a egy wi h
academic and a hle ic p essu es
S uden -a hle es o en ind hemsel es a he in e sec ion o academic esponsibili ies and a hle ic commi men s, a dual ole
ha c ea es unique p essu es equi ing cons an nego ia ion and adap a ion. Balancing he demands o cou sewo k, deadlines,
and examina ions alongside igo ous aining schedules, compe i ions, and eam expec a ions equen ly esul s in s ess, a igue,
and he need o sac i ices in o he a eas o li e. Unde s anding how s uden -a hle es desc ibe hei mos signi ican expe iences
in coping wi h hese p essu es is c ucial, as hei pe sonal accoun s p o ide insigh in o he s a egies, adjus men s, and suppo
sys ems ha help hem sus ain bo h oles. By explo ing hese li ed expe iences, he s udy seeks o cap u e no only he challenges
aced bu also he esilience, discipline, and g ow h ha eme ge om na iga ing academic and a hle ic demands.
The signi ican expe iences o he en s uden -a hle es in balancing academics and a hle ics we e analyzed using Colaizzi’s
me hod o hema ic analysis, e ealing essen ial insigh s in o how hey manage dual esponsibili ies. Thei na a i es highligh ed
hemes such as ime managemen , p io i iza ion o academics, discipline, eache and pee suppo , and he ole o amily in
sus aining hei pa icipa ion in spo s. Pa icipan s emphasized ha balancing bo h oles o en equi es sac i ices, such as la e-
nigh s udy sessions a e aining o adjus ing social ac i i ies o mee academic demands. They also sha ed ha suppo i e
eache s and lexible academic a angemen s helped ease p essu es, while inancial and esou ce limi a ions some imes posed
challenges o hei a hle ic pa icipa ion.
Signi ican Expe iences o Jake
Jake’s expe iences as a s uden -a hle e demons a e he challenges and adap a ions equi ed o balance academic
esponsibili ies wi h a hle ic commi men s. He began compe ing in long jump and pole aul in G ade 5 and, wi hin wo yea s,
eached he p o incial and CLRAA le els. F om he ou se , he aced igo ous aining schedules, o en las ing om ea ly mo ning
un il la e a nigh , pa icula ly du ing h ee-mon h p epa a ion pe iods. These aining sessions, some imes conduc ed in emo e
a eas such as TRP o TAU, equi ed sac i ices in e ms o es , nu i ion, and p oximi y o amily.
Jake’s daily ou ines du ing aining seasons in ol ed s ic ime managemen and discipline. He o en had o pa icipa e in
online classes while simul aneously managing aining, demons a ing esilience and he abili y o p io i ize his educa ion despi e
a igue. He epo ed ha , e en when aining con lic s wi h academic demands, he consis en ly chooses o p io i ize schoolwo k,
ecognizing he long- e m impo ance o educa ion.
Jake emphasized he impo ance o main aining balance in managing bo h academics and a hle ics. His ad ice o eme ging
s uden -a hle es is o p io i ize educa ion while s ill commi ing ully o hei chosen spo s, no ing ha academic achie emen
p o ides a s ong ounda ion o li e beyond compe i ion. He alues he discipline, esilience, and pe sonal g ow h gained om
his expe iences, highligh ing how spo s ha e augh him accoun abili y, pe se e ance, and eamwo k. Jake also poin s ou ha
success does no come om alen alone bu om consis en e o , ime managemen , and he abili y o adap du ing di icul
pe iods such as o e lapping exams and aining. He exp esses deep g a i ude owa d his school, coaches, and pee s o hei
con inued suppo .
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Table 1a: Signi ican Expe iences o Jake
.
Signi ican Expe iences o A caine
A caine’s expe iences as a s uden -a hle e illus a e he complexi ies o managing academic esponsibili ies alongside
a hle ic commi men s. He began pa icipa ing in Taekwondo in G ade 7, ini ially encou aged by a ela i e, and con inued aining
despi e he spo being an unexpec ed pu sui . O e nea ly h ee yea s, he de eloped bo h physically and men ally, lea ning o
na iga e he p essu es o compe i ions while keeping up wi h schoolwo k.
A caine desc ibed a ypical ou ine whe e aining occu s on weekends, wi h exe cises and condi ioning main ained e en
du ing he o -season. Academics, howe e , emain his op p io i y; he ensu es ha assignmen s a e comple ed be o e
pa icipa ing in aining sessions.
A signi ican challenge o A caine in ol ed o e lapping demands, such as p epa ing o exams while simul aneously
needing o ain o upcoming compe i ions. Du ing hese pe iods, he el p essu e and exhaus ion bu lea ned o s a egically
alloca e his ime, a na iga ional s a egy aligned wi h wha Se les e al. (2022) desc ibe as “ ole s ain.” Th ough hese
expe iences, he de eloped discipline, esponsibili y, and sel -managemen skills ha ex end beyond spo s.
Suppo om eache s, coaches, and amily eme ged as c ucial in enabling A caine o sus ain his dual oles. Teache s
allowed lexibili y wi h assignmen s and exams, while his pa en s p o ided encou agemen and esou ces o aining.
A caine also e lec ed on pe sonal g ow h om spo s pa icipa ion, no ing imp o ed discipline, esponsibili y, and
esilience. While he acknowledged momen s whe e a hle ics empo a ily con lic ed wi h academics, he consis en ly p io i ized
educa ion, ecognizing i s long- e m impo ance (Comeaux & Ha ison, 2020). Despi e limi ed ins i u ional esou ces, A caine’s
pe se e ance highligh s he challenges aced by s uden -a hle es in schools wi h less obus suppo sys ems.
O e all, A caine’s na a i e unde sco es he dual eali y o s uden -a hle e li e—balancing s ess, sac i ice, and physical
demands wi h oppo uni ies o pe sonal g ow h and achie emen . His expe iences poin o he need o lexible academic
policies, adequa e aining esou ces, and con inued guidance om men o s o suppo young a hle es e ec i ely. I u he
emphasizes ha s uden -a hle es h i e bes in en i onmen s whe e bo h hei academic and a hle ic iden i ies a e equally alued.
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Table 1b: Signi ican Expe iences o A caine
Signi ican Expe iences o Nikko
Nikko’s jou ney as a s uden -a hle e demons a es he challenges o balancing academics and a hle ics while cul i a ing
esilience, discipline, and social g ow h. He began playing baske ball in G ade 10 and was classi ied as a s uden -a hle e when he
ep esen ed CCAHS in he p o incial mee du ing G ade 11. F om he beginning, he aced he challenge o adap ing o compe i i e
spo s while main aining academic pe o mance.
His ou ine du ing he a hle ic season included daily aining om Monday o Sa u day, 7:30 a.m. o 5:30 p.m., wi h es
only on Sundays. Du ing weekdays, he was excused om classes o ocus on aining. Nikko desc ibed his aining sessions as
igo ous, in ol ing d ills, condi ioning, and eamwo k exe cises, highligh ing he discipline and ocus equi ed o succeed. Despi e
he demanding schedule, he p io i ized academics when con lic s a ose, o en e iewing lessons a e aining e en when
exhaus ed. This illus a es he ime managemen and p io i iza ion s a egies desc ibed by Wa son and Kissinge (2020) as
essen ial o s uden -a hle es.
Nikko acknowledged ha balancing bo h academics and a hle ics was bo h men ally and physically demanding. He
expe ienced s ess om equen quizzes, p esen a ions, and o e lapping compe i ions, which was a imes in ensi ied by limi ed
unde s anding om some eache s. Despi e hese p essu es, he ound mo i a ion in ep esen ing his school and in he enjoymen
o baske ball, which allowed him o sus ain esilience and cope wi h challenges.
Financial limi a ions, howe e , emained a pe sis en conce n. Nikko highligh ed ha mos cos s o compe i ions—
including anspo a ion, wa e , and minimal snacks—we e co e ed by amilies, e lec ing he economic p essu es aced by
s uden -a hle es in esou ce-limi ed se ings.
Th ough hese expe iences, Nikko de eloped sel -discipline, ma u i y, and in e pe sonal skills, ecognizing ha success
in spo s does no eplace he impo ance o academics. His s o y emphasizes ha while s uden -a hle e li e is demanding, i
os e s pe sonal g ow h, esilience, and a sense o esponsibili y owa d onesel and one’s school. A he same ime, i highligh s
how balancing dual oles shapes cha ac e , eaching young a hle es he alue o pe se e ance and e ec i e ime managemen .
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Table 1j: Signi ican Expe iences o MJ
P oblem S a emen Numbe 2. Meanings D awn om he Mos Signi ican Expe iences o S uden -A hle es
Explo ing he es imonies o s uden -a hle es p o ides aluable insigh in o how hey cons uc meaning om hei li ed
expe iences o balancing academics and a hle ics. Thei na a i es e eal ecu ing hemes ha shed ligh on he s a egies hey
employ, he p essu es hey endu e, and he sou ces o suppo ha sus ain hem. Iden i ying hese hemes is essen ial in
unde s anding no only he p ac ical adjus men s made by s uden -a hle es bu also he deepe implica ions hese expe iences
ha e on hei pe sonal g ow h and iden i y. By examining he eme gen hemes wi hin hei accoun s, his s udy seeks o unco e
how na iga ional s a egies a e shaped by indi idual e o , social suppo sys ems, and ins i u ional s uc u es, o e ing a clea e
pic u e o wha i means o li e “be ween class and cou .”
To add ess he meanings d awn om he mos signi ican expe iences o s uden -a hle es, he esea che ca e ully
analyzed and in e p e ed he pa icipan s’ na a i es using Colaizzi’s me hod o hema ic analysis. This s age in ol ed iden i ying
ecu ing hemes ela ed o ime managemen , p essu e and s ess, sou ces o suppo , ins i u ional challenges, and pe sonal
g ow h. By syn hesizing hese accoun s, he s udy highligh s how s uden -a hle es cons uc meaning om hei dual oles and
how hei na iga ional s a egies shape hei academic and a hle ic jou neys.
The indings e eal ha ime managemen eme ges as he mos c ucial s a egy, wi h s uden -a hle es cons an ly
nego ia ing be ween academic equi emen s and a hle ic commi men s. Expe iences o p essu e, such as o e lapping exams and
compe i ions, unde sco e he psychological oll o balancing esponsibili ies, ye hey also illus a e he esilience and discipline
de eloped in he p ocess. Addi ionally, pa icipan s consis en ly emphasized he ole o social suppo sys ems, including amily,
coaches, pee s, and e en unde s anding eache s, in sus aining hei mo i a ion.
Ul ima ely, hese insigh s highligh he ans o ma i e na u e o balancing dual oles, whe e challenges become
oppo uni ies o g ow h and sel -disco e y.

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S uden -a hle es cope wi h o e lapping demands by p io i izing academic asks be o e o a e aining, ensu ing ha
schoolwo k emains accomplished despi e busy schedules.
Se e al pa icipan s emphasized he impo ance o comple ing assignmen s ei he be o e o a e aining sessions o
balance hei dual oles. F inz explained ha he o en inishes asks ahead o p ac ice o a oid alling behind, while MJ sha ed ha
she chooses o p io i ize school equi emen s be o e heading o aining. Jake and Ma ga e e also no ed ha ea anging
schedules and adjus ing s udy hou s a ound p ac ice help hem sus ain hei academic pe o mance despi e demanding spo s
commi men s. This shows ha p io i iza ion becomes a key na iga ional s a egy o managing compe ing esponsibili ies.
These accoun s esona e wi h he indings o Mis a & McKean (2020), who obse ed ha e ec i e ime managemen
s a egies allow s uden -a hle es o educe academic s ess while emaining engaged in spo s. Simila ly, Ga azzi e al. (2021)
highligh ha when s uden s de elop s uc u ed ou ines, hey pe o m be e in bo h academics and a hle ics. Sac i icing es
and leisu e is o en necessa y, bu s uden s show esilience by main aining ocus on academics du ing c i ical school pe iods.
Some pa icipan s admi ed ha es and leisu e a e o en comp omised o mee bo h academic and a hle ic
equi emen s. MJ sha ed ha she equen ly s ays up la e o comple e p ojec s a e exhaus ing aining sessions. Jake desc ibed
how he endu es sleepless nigh s o accomplish equi emen s, while Ma ga e e e ealed ha she delibe a ely se s aside he spo s
conce ns o ocus ully on academics du ing examina ion weeks.
This aligns wi h ecen indings showing ha s uden -a hle es o en expe ience educed leisu e and es because o
o e lapping academic and a hle ic demands, ye hey compensa e h ough de e mina ion and pe sis ence (S ambulo a e al.,
2021). Simila ly, Ryan e al. (2022) emphasize ha esilience is a de ining ai ha enables s uden -a hle es o adap and succeed
despi e he p essu es o in ense schedules.
Open communica ion wi h eache s is a na iga ional s a egy ha allows a hle es o nego ia e lexibili y in academic
equi emen s.
Nikko sha ed ha whene e compe i ions o e lap wi h academic deadlines, he nego ia es wi h eache s o ex ensions
o adjus men s, a s a egy ha helps him a oid alling behind. Vincen also poin ed ou ha eache s’ lexibili y in gi ing
conside a ion du ing compe i ion pe iods educes s ess and allows him o sus ain his commi men s in bo h a eas. This indica es
ha open communica ion and suppo i e academic en i onmen s signi ican ly con ibu e o a hle es’ coping s a egies.
Resea ch suppo s his obse a ion, wi h Na a o (2021) emphasizing ha s ong s uden – acul y communica ion os e s
a suppo i e clima e o s uden -a hle es, helping hem manage compe ing p io i ies mo e e ec i ely. Simila ly, Fos e and Huml
(2021) highligh ha eache coope a ion and academic lexibili y educe p essu e and s eng hen he o e all balance be ween
academics and a hle ics, unde sco ing he c ucial ole o ins i u ional suppo in s uden -a hle es’ success
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Table 2a Signi ican S a emen s and Fo mula ed Meanings
S uden s p io i ize academic asks be o e aining bu con inue hem a e p ac ice i un inished.
S uden s p io i ize academic asks be o e aining bu con inue hem a e p ac ice i un inished. This expe ience was
highligh ed by pa icipan s who explained ha schoolwo k comes i s , e en when p ac ice schedules a e demanding. Fo ins ance,
one s uden sha ed ha be o e heading o aining, hey make su e o inish assignmen s, and i ime does no allow, hey e u n
o he asks igh a e p ac ice. This ou ine demons a es a conscious e o o p o ec academic esponsibili ies while s ill
hono ing a hle ic commi men s.
Such accoun s e lec a b oade heme o esponsibili y and de e mina ion among s uden -a hle es. By delibe a ely
placing academics as he i s p io i y, hey acknowledge he long- e m impo ance o educa ion while also inding ways o
main ain hei aining. E en when a igue se s in a e p ac ice, hey s ill alloca e ime o s udying, which shows discipline and
pe se e ance in balancing wo compe ing demands.
The e lec ions o he pa icipan s a i m ha p io i izing schoolwo k be o e aining is no simply a ma e o scheduling,
bu also a s a egy o discipline and o esigh . By con inuing un inished asks a e p ac ice, hey demons a e esilience and
adap abili y—quali ies ha suppo bo h academic success and a hle ic de elopmen .
Lea ne s p io i ize school equi emen s o e aining when asks o e lap.
Lea ne s p io i ize school equi emen s o e aining when asks o e lap. This p ac ice was commonly sha ed by
pa icipan s who explained ha whene e academic deadlines and a hle ic schedules coincide, hei immedia e ocus shi s o
inishing school equi emen s. Fo many, his decision s ems om he belie ha educa ion mus come i s , as missed academic
esponsibili ies could ha e long- e m consequences compa ed o a single aining session.
The pa icipan s’ expe iences a i m ha p io i izing academics o e aining du ing con lic s is no me ely abou
ollowing school ules bu abou making hough ul, u u e-o ien ed decisions. This app oach highligh s he discipline and o esigh
s uden -a hle es de elop as hey na iga e dual oles, equipping hem wi h li elong skills in esponsibili y and sel -managemen .
Academic esponsibili ies a e p io i ized, wi h aining adjus ed o i a ailable ee ime.
Academic esponsibili ies a e p io i ized, wi h aining adjus ed o i a ailable ee ime. This pe spec i e was sha ed by
s uden -a hle es who explained ha hei s udies always come i s , and aining is scheduled only when he e a e no immedia e
academic asks o comple e. Fo example, one pa icipan emphasized ha hey ocus on schoolwo k be o e conside ing p ac ice,
and only when hey ha e spa e ime do hey engage in aining, e en i i is jus ligh condi ioning. This app oach e lec s no only
p io i iza ion bu also adap abili y, as s uden -a hle es es uc u e hei ou ines based on academic demands..
Recen s udies a i m his balancing ac . G a ani e al. (2020) obse ed ha s uden -a hle es o en adjus hei p ac ice
schedules o accommoda e academic equi emen s, highligh ing he lexibili y needed o sus ain bo h oles. Fos e and Huml
(2021) emphasized ha his abili y o p io i ize academics while es uc u ing a hle ic ou ines is a o m o adap i e coping, which
helps s uden -a hle es main ain balance and educe s ess.
S uden s dedica e ime o s udy and inish schoolwo k e en a e aining.
S uden s dedica e ime o s udy and inish schoolwo k e en a e aining. This expe ience was emphasized by
pa icipan s who sha ed ha despi e he exhaus ion om p ac ices, hey s ill se aside ime o e iew lessons, comple e ac i i ies,
and p epa e o upcoming academic asks. One s uden desc ibed how, a e aining, hey immedia ely de o e a ew hou s o
doing quizzes and assignmen s be o e es ing. This demons a es pe se e ance and de e mina ion, as s uden s push hemsel es
o uphold hei academic esponsibili ies e en when physically d ained.
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Such a p ac ice e lec s he esilience o s uden -a hle es in managing dual demands. While aining sessions can lea e
hem i ed, he decision o con inue wo king on school asks a e wa ds shows s ong sel -discipline and an awa eness o he
impo ance o educa ion. I also highligh s he sac i ices hey make— ading es o leisu e in o de o main ain p og ess in bo h
academics and a hle ics.
The e lec ions o he pa icipan s show ha s udying a e aining is no me ely abou inishing asks—i is a es amen
o hei commi men , pe sis ence, and sel -managemen . By inding he ene gy o con inue academic wo k despi e physical
exhaus ion, s uden -a hle es demons a e esilience ha bene i s bo h hei educa ion and hei g ow h as disciplined indi iduals.
Balancing bo h academics and a hle ics equi es doubling e o and commi men .
Balancing bo h academics and a hle ics equi es doubling e o and commi men . Pa icipan s desc ibed how hey
needed o s udy ha de o exams while also aining in ensely o p epa e o compe i ions. This dual esponsibili y o en
demanded ex a ime, ene gy, and ocus compa ed o pee s who only concen a ed on academics. Fo s uden -a hle es,
succeeding in bo h a eas mean emb acing a hea ie wo kload and commi ing o a li es yle o discipline and pe sis ence.
This expe ience e lec s he eali y ha being a s uden -a hle e in ol es mo e han jus ime managemen —i is a es o
endu ance and dedica ion. While o dina y s uden s may al eady ind academic equi emen s demanding, a hle es ca y he added
p essu e o p ac ices, games, and physical condi ioning.
Mo eo e , he expe ience o balancing igo ous academic and a hle ic esponsibili ies cul i a es men al oughness and
adap abili y, as s uden -a hle es equen ly encoun e unexpec ed obs acles such as inju ies, academic se backs, o in ense
compe i ion schedules. These challenges each hem no only pe se e ance bu also s a egic p oblem-sol ing, he abili y o
main ain mo i a ion in he ace o ad e si y, and a sense o accoun abili y o bo h hemsel es and hei eams. These expe iences
ul ima ely shape s uden -a hle es in o well- ounded and capable indi iduals.
Table 2b Signi ican S a emen s and Fo mula ed Meanings
S uden s sac i ice sleep o balance academics and aining.
S uden s sac i ice sleep o balance academics and aining. This eali y was sha ed by pa icipan s who admi ed ha
la e-nigh s udying o en ollows long hou s o p ac ice, lea ing hem wi h li le es . Some explained ha in o de o mee
deadlines o p epa e o exams, hey s ay up la e a e aining sessions, while o he s wake up ea lie han usual o ca ch up on
schoolwo k. This sac i ice e lec s hei de e mina ion o ul ill bo h academic and a hle ic esponsibili ies, e en a he expense o
hei own es and eco e y.
Such p ac ices highligh he hea y bu den s uden -a hle es ca y when ying o manage compe ing demands. While
sleep is essen ial o physical eco e y and academic pe o mance, many o hem push h ough a igue o keep up wi h
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expec a ions in bo h domains. This pa e n e eals no only hei pe se e ance bu also he p essu e o excel in school and in
spo s, o en leading hem o comp omise hei well-being.
The e lec ions o pa icipan s a i m ha gi ing up sleep is a coping s a egy oo ed in commi men and esponsibili y.
Howe e , while i allows hem o mee sho - e m academic and a hle ic expec a ions, i also exposes he challenges o balancing
bo h oles, emphasizing he need o be e suppo sys ems ha p omo e heal hie ime managemen .
Academic p io i ies ake p ecedence du ing exams, e en i i means delaying ocus on spo s.
Academic p io i ies ake p ecedence du ing exams, e en i i means delaying ocus on spo s. Pa icipan s sha ed ha
when examina ions a i e, hei a en ion shi s almos en i ely o academics, wi h aining and a hle ic p epa a ion empo a ily
se aside. Some s uden -a hle es exp essed ha while his decision is di icul , especially when compe i ions a e nea , hey
unde s and ha academic success has long- e m alue and canno be comp omised. This mindse e lec s he way hey e alua e
p io i ies, ecognizing ha educa ion o ms he ounda ion o u u e oppo uni ies beyond spo s.
Recen s udies a i m his coping s a egy. G a ani e al. (2020) ound ha s uden -a hle es commonly p io i ize academic
obliga ions du ing c i ical school pe iods, showing an adap i e esponse o high-p essu e si ua ions. Fos e and Huml (2021)
emphasized ha a hle es o en compa men alize hei esponsibili ies, placing educa ion i s when exams o majo p ojec s
coincide wi h spo s ac i i ies.
The e lec ions o he pa icipan s a i m ha p io i izing academics du ing examina ions is no me ely abou compliance
wi h school expec a ions, bu also abou sel -awa eness and o wa d hinking. By making his choice, s uden -a hle es e eal a
deepe unde s anding o balance, esponsibili y, and he impo ance o academic achie emen alongside a hle ic g ow h.
P io i izing academics o e aining may lead o educed a hle ic pe o mance.
P io i izing academics o e aining may lead o educed a hle ic pe o mance. Pa icipan s sha ed expe iences whe e
ocusing on school esponsibili ies, such as p olonged s udy sessions o p epa ing o exams, le hem physically unp epa ed o
compe i ion. One s uden explained ha spending almos he en i e day e iewing o exams caused hem o lose p ope
condi ioning, which la e con ibu ed o a poo pe o mance in a ma ch. This e lec s he di icul ade-o s s uden -a hle es ace
when academic demands clash wi h aining schedules.
This si ua ion highligh s he ension in balancing dual oles. While p io i izing educa ion is o en necessa y, educed
aining ime can nega i ely impac a hle ic eadiness, endu ance, and con idence. Fo many s uden -a hle es, his c ea es
us a ion, as academic success comes a he cos o diminished pe o mance in spo s, a domain equally impo an o hei
iden i y and de elopmen .
The pa icipan s’ e lec ions a i m ha while academics emain a op p io i y, he una oidable consequence is
some imes educed a hle ic pe o mance. This eali y unde sco es he need o s onge suppo sys ems—such as lexible
scheduling o academic accommoda ions— o help s uden -a hle es manage bo h demands wi hou ha ing o sac i ice one a ea
o he o he .
Physical exhaus ion om aining can hinde academic pe o mance and ocus
Physical exhaus ion om aining can hinde academic pe o mance and ocus. Se e al s uden -a hle es admi ed ha
a e long and s enuous p ac ice sessions, hey ound i di icul o concen a e on school asks such as eading, w i ing, o
p epa ing o quizzes. One s uden sha ed ha a e aining, a igue made s udying less e ec i e, esul ing in slowe p og ess on
assignmen s. This demons a es how he physical oll o a hle ic pa icipa ion di ec ly spills o e in o hei academic li e, c ea ing
a cycle whe e spo s commi men s educe men al ene gy needed o lea ning.
This o e lap be ween physical exhaus ion and academic s uggles e lec s he dual p essu es o being a s uden -a hle e.
Spo s demand endu ance, discipline, and physical s eng h, while academics equi e men al sha pness and sus ained ocus. When
aining is pa icula ly in ense o poo ly scheduled, a hle es may app oach schoolwo k wi h diminished capaci y, which can lead
o lowe p oduc i i y and e en dec eased academic pe o mance.
The pa icipan s’ accoun s highligh he in e connec edness o physical and men al demands. T aining s eng hens hei
bodies bu , when no balanced wi h eco e y, i d ains he ene gy needed o academics. This emphasizes he impo ance o ime
managemen , p ope es , and ins i u ional suppo so s uden -a hle es can sus ain pe o mance in bo h domains wi hou
comp omising heal h o lea ning.
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Table 2c Signi ican S a emen s and Fo mula ed Meanings
Open communica ion wi h eache s helps in adjus ing academic equi emen s du ing compe i ions.
S uden -a hle es emphasized ha in o ming eache s abou hei compe i ion schedules allows adjus men s in academic
equi emen s, such as lexible deadlines o al e na i e asks. This p e en s con lic s be ween aining, ou namen s, and
schoolwo k, educing s ess and helping hem keep pace wi h class equi emen s. Open dialogue c ea es a suppo i e
en i onmen whe e eache s unde s and he dual demands aced by a hle es and p o ide necessa y accommoda ions.
S udies con i m his dynamic. G a ani e al. (2020) ound ha eache lexibili y plays a key ole in educing academic
s ain o s uden -a hle es. Fos e and Huml (2021) also s essed ha clea communica ion be ween a hle es and educa o s
imp o es academic ou comes and lessens con lic du ing compe i i e seasons.
In his sense, communica ion is no only abou nego ia ing deadlines bu also a na iga ional s a egy ha helps s uden -
a hle es balance academics and a hle ics mo e e ec i ely.
Schools p o ide lexibili y by excusing s uden -a hle es du ing c ucial aining pe iods.
Schools ecognize he unique demands o s uden -a hle es and some imes excuse hem om egula classes o ac i i ies
du ing in ensi e aining o compe i ions. This lexibili y ensu es ha a hle es can p epa e adequa ely o upcoming e en s
wi hou alling behind academically, as schools o en p o ide make-up asks, adjus ed deadlines, o al e na i e lea ning
a angemen s. Such suppo minimizes con lic be ween academics and spo s, allowing a hle es o ocus on pe o mance while
s ill mee ing educa ional equi emen s.
Resea ch highligh s he alue o his lexibili y. G a ani e al. (2020) ound ha ins i u ional accommoda ions educe
academic s ess o a hle es engaged in high-le el aining. Simila ly, Fos e and Huml (2021) emphasized ha school-based
adjus men s p omo e be e academic-a hle ic balance, while Thompson e al. (2022) no ed ha s uc u ed lexibili y s eng hens
bo h s uden pe o mance and o e all well-being.
Teache s p o ide al e na i e asks o special assessmen s o suppo s uden -a hle es.
Teache s play a i al ole in helping s uden -a hle es cope wi h o e lapping academic and a hle ic esponsibili ies. By
o e ing al e na i e asks, special assessmen s, o ex ended deadlines, educa o s ensu e ha a hle es can keep up wi h academic
equi emen s wi hou sac i icing hei aining o compe i ion schedules. This app oach acknowledges he unique ci cums ances
o s uden -a hle es and p omo es ai ness while main aining academic in eg i y. I also e lec s a shi in educa ion owa d
inclusi e and lexible p ac ices ha ecognize di e si y in lea ne s’ needs and expe iences.
Schola ly e idence suppo s his p ac ice. G a ani e al. (2020) highligh ed ha lexible assessmen a angemen s lessen
academic p essu e o a hle es engaged in demanding aining. Likewise, Fos e and Huml (2021) s essed ha eache -p o ided
accommoda ions s eng hen he balance be ween lea ning and spo s pa icipa ion, c ea ing an en i onmen whe e a hle es a e
less likely o eel o ced o choose one o e he o he .
Mo e ecen ly, s udies show ha such accommoda ions do no simply educe s ess bu also os e long- e m skills.
Sæ he and Asp ik (2022) obse ed ha when eache s p o ide lexible assessmen s and al e na i e lea ning oppo uni ies,
s uden -a hle es de elop s onge sel - egula ion and o ganiza ional skills, which bene i bo h hei academic and spo ing
ca ee s. Fu he mo e, Ba ioped o e al. (2023) ound ha academic adjus men s and eache suppo con ibu e o a hle es’
sense o belonging and mo i a ion, helping hem emain engaged in school e en du ing peak aining seasons.

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Table 2d Signi ican S a emen s and Fo mula ed Meanings
Spo s aining helps s uden -a hle es de elop sel -discipline, including physical i ness.
Spo s aining plays a cen al ole in shaping s uden -a hle es’ discipline, bo h in physical i ness and pe sonal conduc .
As A caine no ed, his expe ience in compe i ions pushed him o manage his weigh and imp o e his condi ioning, showing how
spo s p o ide a s uc u ed en i onmen whe e sel - egula ion becomes necessa y. The physical demands o aining o ce
a hle es o ake esponsibili y o hei bodies, ins illing habi s such as p ope die , egula exe cise, and consis en p ac ice.
A he same ime, spo s highligh impo an lessons in balance and pe spec i e. Nikko sha ed ha while baske ball
augh him aluable skills, academics should s ill ake p io i y in he long un, showing how a hle ics se e as a aining g ound o
p io i iza ion and li e choices. Likewise, A caine’s s a emen abou ea ing opponen s as iends ou side he cou unde sco es
how spo s ins ill espec and cama ade ie beyond compe i ion. These e lec ions a i m he indings o Ga cía-He moso e al.
(2021), who no ed ha spo s pa icipa ion no only s eng hens discipline bu also enhances social connec ions and emo ional
egula ion. Taken oge he , he oices o hese s uden -a hle es e eal ha spo s a e mo e han jus physical ac i i y— hey a e
a holis ic educa ion ha de elops discipline, ma u i y, espec , and a deepe app ecia ion o he balance be ween compe i ion,
academics, and pe sonal g ow h.
Discipline, a i ude, eamwo k, and ma u i y a e key alues gained om a hle ics
A hle ics se e as a ounda ion o de eloping essen ial li e alues ha go beyond he playing ield. As Nikko emphasized,
“Numbe 1 po iyong disiplina. Pangalawa po iyong ugali, pakikisama apos iyong pagiging ma u ed po sa aining.” This e lec s
how spo s pa icipa ion is no jus abou physical s eng h bu abou shaping a pe son’s beha io , mindse , and o e all cha ac e .
Discipline ensu es ha s uden -a hle es s ick o ou ines and commi o bo h aining and s udies, while a i ude e lec s hei
esilience in acing wins and losses. Teamwo k allows hem o collabo a e e ec i ely wi h o he s, and ma u i y guides hei abili y
o handle p essu e and esponsibili y. Toge he , hese alues highligh he holis ic ole o spo s in cha ac e o ma ion, making
a hle ics a powe ul medium o pe sonal g ow h.
Resea ch suppo s hese obse a ions, showing ha spo s ins ill discipline and eamwo k as a hle es lea n o wo k
owa d sha ed goals and adjus hei indi idual e o s o he bene i o he g oup. Recen s udies emphasize ha s uc u ed
spo s en i onmen s expose a hle es o challenges equi ing emo ional egula ion, coope a ion, and esponsibili y, which in u n
os e g ea e social ma u i y (Bean e al., 2021; McEwan e al., 2021).
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A hle es lea n o alue educa ion o e spo s as a long- e m p io i y
Spo s may demand ime and ene gy, bu many s uden -a hle es e en ually ealize ha educa ion mus emain he highe
p io i y. As Nikko sha ed, “Napulo ko pong a al di o na hindi po pa a i andiyan lang po ang baske ball kailangan mas
nangingibabaw pa in iyong pagaa al mo.” This s a emen e lec s a ma u i y ha s uden -a hle es de elop o e ime— he
unde s anding ha while spo s can b ing achie emen s and oppo uni ies, educa ion is a mo e las ing in es men . Th ough his
ealiza ion, a hle es lea n o balance hei passion o aining wi h hei esponsibili y as s uden s, ensu ing ha hei u u e is
no solely dependen on spo s bu also on academic p epa a ion.
This mindse also shapes a hle es’ iden i ies, p e en ing hem om being de ined solely by hei spo . When hey pu
educa ion i s , s uden -a hle es secu e a b oade sense o pu pose and di ec ion. E en i inju ies, e i emen , o li e ci cums ances
ake hem away om spo s, he knowledge and skills gained om academics emain. As Nikko’s ealiza ion shows, spo s se e
as a ool o g ow h, bu educa ion s ands as he ul ima e p io i y o s abili y and success in li e. In his way, a hle ics does no
compe e wi h academics bu a he eaches aluable lessons ha push s uden -a hle es o s i e o excellence in bo h.
Spo s ins ill espec and cama ade ie beyond compe i ion
Spo s compe i ion na u ally pu s a hle es in si ua ions whe e hey ace each o he as i als, bu ou side he game, bonds
o iendship and espec a e o en o med. As A caine exp essed, “Opponen mo lang po siya sa laban pe o sa labas ng cou
magkaibigan pa in po kayo.” This highligh s how spo s each a hle es o sepa a e he compe i i e spi i o he game om pe sonal
ela ionships. They lea n ha espec o opponen s is jus as impo an as s i ing o ic o y. This a i ude e lec s
spo smanship— aluing ai ness, espec , and cama ade ie beyond he win-o -lose ou come.
Schola s emphasize ha spo s a e no only abou physical pe o mance bu also se e as a pla o m o cha ac e
de elopmen . Recen s udies highligh ha equen in e ac ions wi h eamma es and opponen s help a hle es cul i a e empa hy,
imp o e communica ion, and de elop con lic managemen skills (Bean e al., 2021; Knigh e al., 2022). Ri al ies on he cou o
ield may be empo a y, bu he iendships o med h ough sha ed passion and mu ual espec o en endu e. By showing espec
and ai ness owa d opponen s, a hle es lea n ha compe i ion should no os e animosi y bu ins ead s eng hen he b oade
communi y o spo s.
This alue o cama ade ie ex ends o e e yday li e, eaching a hle es how o wo k wi h o he s despi e di e ences. The
lesson ha “an opponen can also be a iend” helps s uden -a hle es de elop ole ance and humili y, quali ies hey ca y in o
hei s udies, ca ee s, and pe sonal li es. Spo s he e o e unc ion as a mic ocosm o socie y: while compe i ion is ine i able,
espec and coope a ion emain essen ial in building ha mony. A caine’s insigh shows ha ue ic o y in spo s is no only abou
winning ma ches bu also abou winning espec and iendships ha go beyond he bounda ies o he game.
Table 2e Signi ican S a emen s and Fo mula ed Meanings
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Pa en al and eache suppo p o ides bo h academic and a hle ic lexibili y
Fo s uden -a hle es, balancing he demands o academics and aining is a ely manageable wi hou he suppo sys em
p o ided by pa en s and eache s. Pa en s play a c ucial ole by guiding hei child en’s schedules, ensu ing p ope es , nu i ion,
and mo i a ion du ing compe i ions. A he same ime, eache s p o ide academic lexibili y h ough adjus ed equi emen s,
make-up exams, o ex ended deadlines. This sha ed suppo sys em allows s uden -a hle es o pu sue bo h academic excellence
and a hle ic g ow h wi hou one comple ely o e shadowing he o he . I e lec s he impo ance o collabo a ion be ween home
and school in sus aining a s uden -a hle e’s dual esponsibili ies.
Ul ima ely, he combined suppo o pa en s and eache s se es as a ounda ion o s uden -a hle es’ o e all well-being.
I no only helps hem manage ime bu also eaches hem accoun abili y and esponsibili y. Wi h guidance om adul s, s uden -
a hle es lea n ha success does no come om academics o a hle ics alone bu om he in eg a ion o bo h. This suppo i e
en i onmen ins ills con idence and helps hem en ision a u u e whe e hey can ca y he lessons o pe se e ance, balance, and
eamwo k in o adul hood.
Families make inancial sac i ices o suppo hei child’s aining needs.
Families o s uden -a hle es o en shoulde signi ican inancial bu dens o sus ain hei child en’s aining and
compe i ion needs. F om pu chasing uni o ms, shoes, and aining equipmen o co e ing anspo a ion and ou namen ees,
hese cos s accumula e and equi e pa en s o make adjus men s in hei household budge s. Fo many amilies, hese sac i ices
mean p io i izing hei child’s a hle ic g ow h o e o he pe sonal o amily expenses. Such commi men s highligh he deep belie
pa en s hold ha spo s can build discipline, p o ide oppo uni ies, and e en open pa hways o schola ships o u u e ca ee s.
Ul ima ely, he inancial sac i ices o amilies ep esen mo e han jus mone a y commi men ; hey symbolize us in
hei child’s po en ial and esilience. By unding hei child en’s aining, amilies ein o ce alues o pe se e ance, discipline, and
goal-se ing. E en when esou ces a e s e ched, pa en s’ sac i ices show s uden -a hle es ha g ow h equi es no only pe sonal
dedica ion bu also collec i e e o om hose who belie e in hem. This sha ed in es men s eng hens amily bonds and eaches
a hle es g a i ude and esponsibili y owa d he oppo uni ies made possible by hei amilies’ suppo .
Teache suppo h ough small ac s, like signing o ms, is highly alued by s uden -a hle es.
Fo s uden -a hle es, eache suppo goes beyond class oom ins uc ion. E en small ac s, such as signing excuse le e s,
ecommending hem o academic conside a ion, o adjus ing submission da es, a e deeply alued because hey signal
unde s anding and acknowledgmen o he unique challenges s uden -a hle es ace. These ges u es, while seemingly mino , make
a huge di e ence in balancing he dual demands o academics and a hle ics. When eache s show lexibili y, i educes he s ess
a hle es eel when ying o keep up wi h bo h esponsibili ies.
In he long un, hese small ac s o suppo nu u e us and s eng hen he eache -s uden ela ionship. S uden -
a hle es eel mo e espec ed and unde s ood, which mo i a es hem o wo k ha de bo h on he cou and in he class oom. I
also encou ages hem o alue educa ion alongside spo s, knowing ha hei eache s ecognize hei e o s. Thus, eache
suppo , e en in he smalles o ms, becomes a ounda ion o s uden -a hle es o pu sue excellence in bo h academics and
a hle ics wi hou eeling isola ed o o e whelmed.
Pa en s p io i ize and in es in hei child’s spo s needs despi e inancial cos .
Pa en s play a c ucial ole in suppo ing he dual jou ney o s uden -a hle es, o en p io i izing hei child’s spo s needs
e en when i equi es inancial sac i ice. F om paying o equipmen , uni o ms, and aining ees o co e ing anspo a ion and
compe i ion expenses, amilies willingly in es because hey see he long- e m bene i s o spo s pa icipa ion. These sac i ices
a e no only abou inancial cos bu also abou ime and ene gy, as pa en s es uc u e household p io i ies o ensu e hei child
can con inue pu suing bo h academic and a hle ic excellence.
In he bigge pic u e, hese sac i ices e lec how deeply pa en s alue he holis ic g ow h o hei child en. By p io i izing
spo s needs, amilies demons a e ai h in he ans o ma i e powe o a hle ics—no jus o po en ial schola ships o ca ee s,
bu also o building li e skills like eamwo k, pe se e ance, and sel -discipline. Fo s uden -a hle es, knowing hei pa en s a e
willing o make such in es men s o en s eng hens hei mo i a ion o succeed, making e e y compe i ion and academic
challenge mo e meaning ul.
P oblem S a emen Numbe 3. Themes Eme ged om he Tes imonies o S uden -A hle es
The li ed expe iences o s uden -a hle es p o ide deepe meaning in o how hey in e p e and na iga e he challenges
o balancing academics and a hle ics. Beyond desc ibing s a egies and s uggles, hei accoun s e eal how dual oles shape
pe sonal alues, esilience, and iden i y o ma ion. These in e p e a ions show ha while s uden -a hle es ace s ess, a igue,
and o e lapping demands, hey also cons uc posi i e meanings a ound g ow h, pe se e ance, and p ide in ep esen ing hei
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school. By examining hese meanings, he s udy unde sco es how he jou ney o a s uden -a hle e is bo h demanding and
ans o ma i e, p epa ing hem o esponsibili ies beyond he class oom and he cou .
The es imonies o s uden -a hle es e ealed impo an insigh s in o how hey manage he dual p essu es o academics
and a hle ics. Th ough hema ic analysis o hei signi ican expe iences, 15 key hemes eme ged, which we e clus e ed in o i e
o e a ching ca ego ies: Time Managemen and P io i iza ion, Academic Sac i ices and Resilience, Suppo Sys ems and Flexibili y,
S ess and Emo ional Challenges, and Social In luence and Pee Mo i a ion. These hemes e lec he s a egies, s uggles, and
na iga ional s a egies employed by s uden -a hle es in balancing hei esponsibili ies. Collec i ely, hey highligh no only he
di icul ies aced in managing o e lapping demands bu also he esou ce ulness and pe se e ance o s uden s in sus aining bo h
academic achie emen and a hle ic pe o mance.
These hemes also illumina e he in e connec ions be ween pe sonal de elopmen and a hle ic pa icipa ion. S uden -
a hle es do no me ely juggle asks; hey ac i ely cul i a e quali ies such as leade ship, sel -discipline, and goal-se ing, which a e
ein o ced h ough bo h academic and a hle ic expe iences. The dual engagemen encou ages e lec i e hinking, as s uden s
con inually assess hei pe o mance, adjus s a egies, and se highe s anda ds o hemsel es. Mo eo e , hei na a i es e eal
ha he challenges o balancing academics and spo s o en s eng hen hei sense o iden i y and belonging, bo h wi hin he
school communi y and in hei espec i e eams. In essence, he li ed expe iences o s uden -a hle es highligh ha managing
dual oles is no only a es o endu ance bu also a o ma i e p ocess ha con ibu es o holis ic g ow h, equipping hem wi h
skills and mindse s applicable o u u e academic, p o essional, and pe sonal pu sui s.
Theme 1: P io i iza ion o Academic Tasks
S uden -a hle es consis en ly demons a e ha academics emain a op p io i y, e en when aced wi h demanding
aining schedules and a hle ic commi men s. The abili y o place schoolwo k abo e spo s e lec s a conscious e o o sa egua d
academic p og ess while s ill pa icipa ing in compe i ions. Pa icipan s desc ibed s a egies such as comple ing assignmen s
be o e p ac ice, s udying a e aining, o adjus ing wo kou sessions o i academic schedules. This delibe a e p io i iza ion
e lec s discipline and a long- e m pe spec i e whe e educa ion is iewed as he p ima y ounda ion o success.
The pa icipan s’ expe iences a i m ha academic p io i iza ion is no simply a ma e o choice bu a coping s a egy
ha sus ains balance in hei dual oles. By pu ing schoolwo k i s , s uden -a hle es no only p ese e hei educa ional s anding
bu also ein o ce alues o discipline and accoun abili y—quali ies ha ex end well beyond hei ime as lea ne s and a hle es.
Theme 2: Balancing Academics O e Spo s
Balancing academics o e spo s is a ecu ing eali y o s uden -a hle es, especially du ing exam weeks and c i ical
academic pe iods. Pa icipan s e ealed ha when academic deadlines, quizzes, o examina ions coincide wi h aining o
compe i ions, school esponsibili ies a e p io i ized e en i i esul s in dec eased a hle ic pe o mance. This balancing ac o en
equi es di icul sac i ices such as educed p ac ice ime, skipping aining sessions, o compe ing while less physically p epa ed.
Despi e hese challenges, he emphasis on academics e lec s an unde s anding o he long- e m alue o educa ion compa ed o
he empo a y na u e o a hle ic e en s.
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These accoun s collec i ely demons a e ha social and amily suppo sys ems— h ough emo ional encou agemen ,
inancial assis ance, lexibili y, and guidance—play a i al ole in helping s uden -a hle es pe sis , balance esponsibili ies, and
achie e bo h academic and a hle ic success.
P oblem S a emen Numbe 4. Inpu s o na iga ional s a egy In e en ion Plans
E ec i e na iga ional s a egies in e en ion plans a e essen ial in suppo ing s uden -a hle es in balancing academic
and a hle ic demands. By aligning in e en ions wi h key hemes such as P io i iza ion o Academic Tasks, Adjus ing T aining o
Academic Demands, Sus aining Academic Commi men Despi e Fa igue, and Sac i icing Res o P oduc i i y, a ge ed s a egies
can be implemen ed o enhance bo h academic pe o mance and a hle ic de elopmen . These inpu s ocus on p o iding ime
managemen ools, s ess managemen s a egies, academic suppo , and guidance on e icien aining schedules. Addi ionally,
well-s uc u ed in e en ions p omo e esilience, discipline, and sel - egula ion, helping s uden -a hle es main ain hei o e all
well-being. Th ough hese a ge ed app oaches, s uden -a hle es can achie e a mo e sus ainable balance be ween class and cou ,
imp o ing hei pe o mance, heal h, and long- e m success.
The in e en ion amewo k was de eloped as a esponse o he challenges and coping s a egies e ealed in he li ed
expe iences o s uden -a hle es. While pa icipan s demons a ed e ec i e p ac ices such as ime managemen , p io i iza ion o
academic asks, and eliance on suppo sys ems, hese app oaches o en emain pe sonal and uns uc u ed. Wi hou ins i u ional
guidance, s uden -a hle es a e le o na iga e he balance be ween academics and a hle ics la gely on hei own, which can lead
o s ess, a igue, o inconsis en pe o mance. The amewo k seeks o add ess his gap by ans o ming insigh s om he s udy
in o s uc u ed, p ac ical, and e idence-based s a egies ha schools, coaches, eache s, and amilies can adop o s eng hen he
suppo sys ems a ailable o s uden -a hle es.
In e en ion F amewo k o S uden -A hle es’ Na iga ional S a egies

Be ween Class and Cou : Na iga ional S a egies o S uden -A hle es in Managing Academic and A hle ic Demands
IJMRA, Volume 08 Issue 10 Oc obe 2025 www.ijm a.in Page 5520
The in e en ion amewo k o s uden -a hle es’ na iga ional s a egies was de eloped o add ess he unique challenges
aced by lea ne s who mus balance he dual demands o academics and a hle ics. Findings om his s udy e ealed ecu ing
hemes in how s uden -a hle es cope wi h compe ing esponsibili ies, and hese insigh s we e o ganized in o p ac ical s a egies
ha can be ans o med in o ac ionable in e en ions. The amewo k emphasizes bo h academic and a hle ic g ow h, while also
sa egua ding he o e all well-being o s uden -a hle es.
By in eg a ing hese s a egies in o a s uc u ed in e en ion amewo k, schools, coaches, and suppo ne wo ks can
de elop p og ams ha help s uden -a hle es succeed bo h academically and a hle ically. Such a amewo k os e s esilience and
discipline while p omo ing a sus ainable balance ha sa egua ds heal h, suppo s lea ning, and nu u es a hle ic g ow h.
Theme 15: Lack o Engaging Ac i i ies and P og ams Reduces Pa k Visi s
A signi ican ac o in luencing pa k engagemen is he a ailabili y o engaging ac i i ies. Pa ks ha lack s uc u ed
p og ams o appealing ea u es o en s uggle o a ac isi o s, e en when indi iduals ecognize he bene i s o ou doo spaces
(Schippe ijn e al., 2023).
Pa icipan s, such as Ma icel, men ioned ha hey a ely isi pa ks because he e a e no compelling easons o do so. They
sugges ed ha pa ks should o e mo e o ganized p og ams o a ac isi o s. This obse a ion aligns wi h indings ha highligh
he ole o pa k-based ac i i ies in os e ing highe pa icipa ion a es. Resea ch sugges s ha pa ks wi h s uc u ed i ness
p og ams, cul u al e en s, and in e ac i e ec ea ional op ions end o expe ience inc eased public engagemen (Cohen & Ma sh,
2021).
To enhance pa k u iliza ion, municipali ies and communi y o ganiza ions should in oduce di e se ec ea ional op ions, such
as ou doo i ness classes, guided na u e walks, weekend ma ke s, and cul u al es i als. De eloping well-planned, dynamic
p og ams can make pa ks mo e a ac i e and encou age consis en use, os e ing bo h indi idual well-being and communi y
cohesion (Myalko sky, 2023).
This s udy explo ed he na iga ional s a egies o s uden -a hle es in managing academic and a hle ic demands, ocusing
on hei li ed expe iences. The indings e eal se e al key insigh s. Fi s , ime managemen and p io i iza ion a e essen ial o
Be ween Class and Cou : Na iga ional S a egies o S uden -A hle es in Managing Academic and A hle ic Demands
IJMRA, Volume 08 Issue 10 Oc obe 2025 www.ijm a.in Page 5521
s uden -a hle es. Pa icipan s consis en ly epo ed p io i izing academic asks be o e aining and con inuing schoolwo k a e
p ac ice i un inished. They also emphasized adjus ing aining schedules o accommoda e academic esponsibili ies,
demons a ing a s ong commi men o balancing dual oles. Second, academic pe o mance o en akes p ecedence o e
a hle ics. S uden -a hle es indica ed ha school equi emen s we e p io i ized when asks o e lapped wi h aining, especially
du ing examina ions. This p io i iza ion some imes led o educed a hle ic pe o mance o physical a igue, e lec ing he
challenges o sus aining bo h domains simul aneously. Thi d, suppo sys ems play a c ucial ole in acili a ing balance. Open
communica ion wi h eache s, ins i u ional lexibili y, and al e na i e assessmen s helped s uden -a hle es manage academic
obliga ions du ing c ucial aining pe iods. Pa en al suppo , including inancial in es men and encou agemen , u he enabled
lea ne s o mee bo h academic and a hle ic demands e ec i ely. Fou h, spo s we e ound o con ibu e signi ican ly o
cha ac e o ma ion and pe sonal g ow h.
In conclusion, s uden -a hle es demons a e ema kable esilience and commi men as hey na iga e he dual demands
o academics and spo s. Thei expe iences highligh he impo ance o e ec i e ime managemen , p io i iza ion o school
esponsibili ies, and pe sonal sac i ices, such as educed es , o main ain balance. Suppo sys ems, including unde s anding
eache s, lexible school policies, and encou aging amilies, play a c ucial ole in enabling lea ne s o mee bo h academic and
a hle ic goals. Mo eo e , pa icipa ion in spo s con ibu es no only o physical de elopmen bu also o cha ac e o ma ion,
os e ing discipline, eamwo k, espec , and a long- e m app ecia ion o educa ion. O e all, he success o s uden -a hle es elies
on he combined e o s o pe sonal de e mina ion and social suppo , e lec ing he complex in e play be ween academic
obliga ions, a hle ic pu sui s, and holis ic de elopmen .
Based on hese indings, se e al ecommenda ions a e p esen ed. Fo s uden -a hle es, i is ecommended ha hey
adop p ac ical ime managemen ools such as planne s, s udy apps, and o ganized schedules o help balance academics and
aining mo e e ec i ely. They should also p io i ize hei men al heal h by se ing limi s on sac i icing es and p ac icing s ess-
managemen ou ines such as jou naling, mind ulness, o seeking pee suppo . Fu he mo e, engaging in egula e lec ion
ac i i ies can help hem ecognize bo h hei p og ess and he a eas ha need imp o emen . Fo Physical Educa ion eache s, i
is ad ised o in eg a e academic suppo in o PE lessons by aligning hem wi h he eali ies o s uden -a hle es’ schedules,
p o iding lexibili y in deadlines, assessmen s, and pa icipa ion when compe i ions o aining con lic s a ise. A he same ime,
wellness and esilience-building ac i i ies should be in used in o lessons o s eng hen discipline and sel - egula ion among
s uden -a hle es.
Fo coaches, he s udy ecommends adjus ing aining loads du ing exam pe iods o hea y academic seasons. Coaches
should also inco po a e li e skills sessions in o hei aining ou ines, ocusing on s ess managemen , discipline, and balance.
Main aining close communica ion wi h eache s and pa en s is likewise essen ial o ensu e ha a hle ic commi men s do no
comp omise academic pe o mance. Fo guidance counselo s, i is ecommended o es ablish counseling p og ams speci ically
designed o add ess he p essu es aced by s uden -a hle es, including acili a ing pee suppo g oups whe e a hle es can sha e
coping s a egies, as well as p o iding egula check-ins o moni o hei men al heal h and academic s a us.
Fo school adminis a o s, he indings poin o he need o policies ha coo dina e academic and a hle ic schedules,
such as exam escheduling and lexible ime ables. Adminis a o s should also suppo men o ship p og ams ha connec s uden -
a hle es wi h eache s o alumni a hle es and alloca e esou ces o wellness ini ia i es and academic suppo se ices ailo ed o
hei unique needs. Fo pa en s and gua dians, i is ecommended o p o ide encou agemen and s uc u ed suppo a home by
helping o ganize s udy schedules and ensu ing ha s uden -a hle es ge adequa e es . Open communica ion wi h eache s and
coaches is also c ucial in moni o ing p og ess, while p omo ing a balanced pe spec i e ha alues bo h academic achie emen
and a hle ic g ow h.
Fo policymake s in educa ion and spo s, i is sugges ed o e iew schola ship and eligibili y policies o ensu e ai ness
o s uden -a hle es managing dual esponsibili ies. Funding o men al heal h p og ams, academic u o ing, and wellness
ini ia i es should be p io i ized, while guidelines ha ins i u ionalize coo dina ion be ween schools and spo s bodies mus be
es ablished o sa egua d he wel a e o s uden -a hle es. Fo he esea che , he indings o his s udy should be applied in bo h
eaching and coaching p ac ices, pa icula ly in p omo ing ime managemen , esilience aining, and wellness suppo . The
esea che is also encou aged o con inue de eloping in e en ion models ailo ed o s uden -a hle es’ needs and o sha e esul s
wi h colleagues o inspi e collec i e ac ion in s eng hening a hle e suppo sys ems.
Finally, o u u e esea che s, his s udy can se e as a ounda ion o expanding inqui ies in o di e en con ex s, such
as in ol ing younge a hle es, explo ing speci ic spo s, o compa ing u al and u ban schools. Fu he s udies may also examine
he long- e m impac s o na iga ional s a egies on bo h academic success and a hle ic ca ee s, as well as in es iga e he
e ec i eness o speci ic in e en ions such as digi al ime managemen ools and s uc u ed esilience p og ams.
Be ween Class and Cou : Na iga ional S a egies o S uden -A hle es in Managing Academic and A hle ic Demands
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