Abstract

Sports aim to enhance an individual’s formation through organized physical and mental involvement. As sports participation promotes teamwork and dedication, athletes develop sportsmanship, mindfulness, and mental toughness, which brings out their confidence. While the COVID-19 pandemic has caused distress and tested the resilience of people, the effects of the situation on student-athlete mindset and competitiveness remain unresolved. With Bandura’s Self-Efficacy Theory as its foreshadowing theory, this qualitative study focused on the experiences of 10 high school to collegiate student-athletes from a private university in Manila who were asked about their mindsets during the COVID-19 pandemic. After analyzing the data from the transcribed interviews through thematic analysis and the use of the Tracy Coding Matrix, findings revealed the effects of Bandura’s sources of self-efficacy expectations that influenced the student-athletes’ will to win, particularly performance accomplishments, vicarious experience, verbal persuasion, and emotional arousal. The researchers found that sports affect student-athletes’ competitive mindsets by developing their traits, such as self-confidence, motivation, self-assurance, self-reformation, and wellness. Although sports participation also caused feelings of insecurity and pressure among the participants, especially during the COVID-19 pandemic, student-athletes were able to adapt, particularly through being supported by their environment. With this, some of the findings suggest that a social circle's presence may ignite student-athletes' drive for victory but may also demotivate them. Finally, the findings of the study may be used to understand student-athlete behavior and strategies such as positive reinforcement and goal-setting may be used to improve their mentalities.

Keywords

Sports, Mindset, Competitiveness, Student-Athlete, Self-Efficacy,

References

  1. Aicinena, S. (2011, August 19). When Pride Goes Wrong. The Sport Journal. http://thesportjournal.org/article/when-pride-goes-wrong
  2. Alchemer. (2021, May 20). Purposive sampling 101 | Alchemer blog. Alchemer. https://www.alchemer.com/resources/blog/purposive-sampling-101/
  3. Anselmo, R., & Go, R. (2021). Mindfulness, mental toughness, and motivation as correlates of college students’ sports involvement: Basis for a proposed guide for school administrators. International Journal of Academic Multidisciplinary Research (IJAMR), 5(3), 197–210. https://philpapers.org/archive/ANSMMT.pdf
  4. Antoniak, K., Tucker, C., Rizzone, K., Wren, T. a. L., & Edison, B. (2022). Athlete Identity and Mental Health of Student Athletes during COVID-19. International Journal of Environmental Research and Public Health, 19(24), 17062. [https://doi.org/10.3390/ijerph192417062DOI]
  5. Avery, C., Shipherd, A., Gomez, S., & Barcza-Renner, K. (2022). Exploring stress mindset and perceived stress between college student- athletes and non-athletes. International Journal of Exercise Science, 15(5), 1554–1562. https://digitalcommons.wku.edu/cgi/viewcontent.cgi?article=3381&context=ijes
  6. Bandura, A. (1977). Self-Efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215.
  7. Barrett, J. R. (2007). The researcher as instrument: learning to conduct qualitative research through analyzing and interpreting a choral rehearsal. Music Education Research, 9(3), 417–433.
  8. Benson, A. J., & Bruner, M. W. (2018). How teammate behaviors relate to athlete affect, cognition, and behaviors: A daily diary approach within youth sport. Psychology of Sport and Exercise, 34, 119–127.
  9. Bhandari, P. (2020, June 19). What is qualitative research? Methods & examples. Scribbr. https://www.scribbr.com/methodology/qualitative-research/
  10. Bird, M. (2022, July 15). 7 ways to improve your knowledge of a sport. VolleyCountry. https://volleycountry.com/news/7-ways-to-improve-your-knowledge-of-a-sport
  11. Boiseau, B. T. (2022). Exploring student athlete experience during COVID-19 pandemic. ScholarWorks. http://hdl.handle.net/20.500.12680/zk51vp57c
  12. Boyatzis, R. E. (1998). Transforming qualitative information: Thematic analysis and code development. Sage Publications. https://us.sagepub.com/en-us/nam/transforming-qualitative-information/book7714
  13. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
  14. Browning, B., & Sanderson, J. (2012). The positives and negatives of Twitter: Exploring how student-athletes use Twitter and respond to critical tweets. International Journal of Sport Communication, 5(4), 503–521.
  15. Budi, D. R., Widyaningsih, R., Nur, L., Agustan, B., Dwi, D. R. a. S., Qohhar, W., & Asnaldi, A. (2021). Cycling during COVID-19 Pandemic: Sports or Lifestyle? Sec. Movement Science, 9(4), 765–771.
  16. Cana, C. B., & Santos, A. M. (2022). Effects of pandemic on the physical fitness and mental condition of student-athletes of the Orani Campus, Bataan Peninsula State University, Philippines. Journal of Physical Education Research, 9(11), 06-12. https://www.joper.org/JOPER/JOPERVolume9_Issue2_4_6_2022_260.pdf
  17. Candela, A. G. (2019). Exploring the function of member checking. The Qualitative Report, 24(3), 619–628. https://login.proxy038.nclive.org/login?url=https://www.proquest.com/scholarly-journals/exploring-function-member-checking/docview/2213787326/se-2
  18. Canque, M. S., Cordero, L. S., Derasin, L. M. C., & Pinatil, L. L. (2023). Resumption of in-person classes in the state-run basic education institutions in the Philippines: Lived experience of Filipino junior high school students. Telematique, 22(01), 495–503. https://www.provinciajournal.com/index.php/telematique/article/view/1154
  19. Capone, V., Caso, D., Donizzetti, A. R., & Procentese, F. (2020). University student mental well-being during COVID-19 outbreak: What are the relationships between information seeking, perceived risk and personal resources related to the academic context? Sustainability, 12(17), 7039.
  20. Cardinali, L., Curzi, D., Maccarani, E., Falcioni, L., Campanella, M., Ferrari, D., Maulini, C., Gallotta, M. C., Zimatore, G., Baldari, C., & Guidetti, L. (2022). Live Streaming vs. Pre-Recorded Training during the COVID-19 Pandemic in Italian Rhythmic Gymnastics. International Journal of Environmental Research and Public Health, 19(24), 16441.
  21. Carodine, K., Almond, K. F., & Gratto, K. K. (2001). College student athlete success both in and out of the classroom. New Directions for Student Services, 2001(93), 19–33.
  22. Chao, Y.-Y., Scherer, Y. K., Wu, Y.-W., Lucke, K. T., & Montgomery, C. A. (2013). The feasibility of an intervention combining self-efficacy theory and Wii Fit exergames in assisted living residents: A pilot study. Geriatric Nursing, 34(5), 377–382.
  23. Cheng, M., van Niekerk, M., & Biviano, G. (2024). Student-Athletes' Deteriorating Mental Health During COVID-19: Recommendations on Proactive Strategies for Addressing Unique Mental Health Needs. Journal of pediatric psychology, 49(1), 27–34.
  24. Choi, H. S., Johnson, B., & Kim, Y. K. (2014). Children’s development through sports competition: Derivative, adjustive, generative, and maladaptive approaches. Quest, 66(2), 191–202.
  25. Cosh, S., & Tully, P. J. (2015). Stressors, coping, and support mechanisms for student athletes combining elite sport and tertiary education: Implications for practice. The Sport Psychologist, 29(2), 120–133.
  26. Crawford, E. R., & LePine, J. A. (2013). A configural theory of team processes: Accounting for the structure of taskwork and teamwork. Academy of Management Review, 38(1), 32–48.
  27. Creswell, J. W. (1998). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, CA: Sage.
  28. Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Sage. https://cumming.ucalgary.ca/sites/default/files/teams/82/communications/Creswell%202003%20-%20Research%20Design%20-%20Qualitative%2C%20Quantitative%20and%20Mixed%20Methods.pdf
  29. Creswell, J. W. (2014). Research Design. In Unj.ac.id (4th ed.). Sage. https://fe.unj.ac.id/wp-content/uploads/2019/08/Research-Design_Qualitative-Quantitative-and-Mixed-Methods-Approaches.pdf
  30. Crone, J.. (2022). The Impact of the COVID-19 Pandemic on Esports Viewership Trends. Georgia State University.
  31. D’Anna, C., Rio, L., & Gomez Paloma, F. (2015). Competitive sport and self-concept in adolescent. Journal of Human Sport and Exercise, 10(Proc1).
  32. Diel, K., Broeker, L., Raab, M., & Hofmann, W. (2021). Motivational and emotional effects of social comparison in sports. Psychology of Sport and Exercise, 57, 102048–102048.
  33. Dominado, N. L. (2019). Predictors associated with the curricular performance of student-athletes. Journal of Physics: Conference Series, 1254(1), 012008.
  34. Dweck, C. S. (2019). The Choice to Make a Difference. Perspectives on Psychological Science, 14(1), 21–25.
  35. Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256–273.
  36. Easwaramoorthy, M., & Zarinpoush, F. (2006). Interviewing for Research. In Imagine Canada. http://sectorsource.ca/sites/default/files/resources/files/tipsheet6_interviewing_for_research_en_0.pdf
  37. Economou, P. J., Glascock, V., Louie, M., Poliakova, P., & Zuckerberg, W. (2021). COVID-19 and its impact on student-athlete depression and anxiety: the return to campus. The Sport Journal, 24. https://thesportjournal.org/article/covid-19-and-its-impact-on-student-athlete-depression-and-anxiety-the-return-to-campus/
  38. Erdner, S. M., & Wright, C. N. (2017). The relationship between family communication patterns and the self-efficacy of student-athletes. Communication & Sport, 6(3), 368–389.
  39. Espina, D. (2021). Self-reported coping strategies of collegiate student-athletes during the Covid-19 pandemic. DLSU Research Congress 2021, De La Salle University, Manila, Philippines. https://www.dlsu.edu.ph/wp-content/uploads/pdf/conferences/research-congress-proceedings/2021/LLI-11.pdf
  40. Essadek, A., & Rabeyron, T. (2020). Mental health of French students during the Covid-19 pandemic. Journal of Affective Disorders, 277, 392–393.
  41. Fletcher, D., & Sarkar, M. (2016). Mental fortitude training: An evidence-based approach to developing psychological resilience for sustained success. Journal of Sport Psychology in Action, 7(3), 135–157.
  42. Fox, N. (2009). Using interviews in a research project the NIHR research design service for Yorkshire & the Humber. https://www.rds-yh.nihr.ac.uk/wp-content/uploads/2013/05/15_Using-Interviews-2009.pdf
  43. Fuentes-García, J. P., Patiño, M. J. M., Villafaina, S., & Clemente‐Suárez, V. J. (2020). The effect of COVID-19 confinement in behavioral, psychological, and training patterns of chess players. Frontiers in Psychology, 11.
  44. Galli, N., & Gonzalez, S. P. (2014). Psychological resilience in sport: A review of the literature and implications for research and practice. International Journal of Sport and Exercise Psychology, 13(3), 243–257.
  45. George, T. (2021, December 6). A guide to exploratory research. Scribbr. https://www.scribbr.com/methodology/exploratory-research/
  46. Goldberg, A. S. (1998). Sports Slump Busting 10 Steps to Mental Toughness and Peak Performance. Champaign, IL Human Kinetics. - References - Scientific Research Publishing. (2016). Scirp.org. https://www.scirp.org/(S(351jmbntvnsjt1aadkposzje))/reference/referencespapers.aspx?referenceid=1787140
  47. Gupta, S., & Mccarthy, P. (2021). Sporting resilience during Covid-19: What is the nature of this adversity and how are competitive-elite athletes adapting? Sec. Movement Science and Sport Psychology, 12. Frontiers in Psychology.
  48. Guszkowska, M., & Wójcik, K. (2021). Effect of mental toughness on sporting performance: review of studies. Baltic Journal of Health and Physical Activity, Supplement 1(2), 1–12.
  49. Halvorson, A. (2012). Female athletes’ experience of their first semester female athletes’ experience of their first semester. https://trace.tennessee.edu/cgi/viewcontent.cgi?article=2548&context=utk_chanhonoproj
  50. Harter, S. (1978). Effectance motivation reconsidered toward a developmental model. Human Development, 21(1), 34–64.
  51. Hicks, K. (2018). The positive and negative effects of sports on student athletes. https://digitalcommons.liberty.edu/cgi/viewcontent.cgi?article=1137&context=research_symp
  52. Hiremath, C. (2019). Impact of sports on mental health. International Journal of Physiology, Nutrition and Physical Education, 14–18. https://www.journalofsports.com/pdf/2019/vol4issue1S/PartA/SP-4-1-4-781.pdf
  53. Hopple, C. (2021a, December 23). The stigma surrounding Mental health Disorders in Collegiate Athletes: A synthesis of the research literature. http://hdl.handle.net/20.500.12648/8600
  54. Horky, T. (2020). No sports, no spectators – no media, no money? The importance of spectators and broadcasting for professional sports during COVID-19. Soccer & Society, 22(1–2), 96–102.
  55. Hussain, T., Wang, D., & Li, B. (2023). Psychological resilience in athletes during the COVID-19 pandemic: A qualitative insight. Acta Psychologica, 240, 104050.
  56. Imm, J. (2021, September 17). What is a student-athlete? | North Central College. Www.northcentralcollege.edu. https://www.northcentralcollege.edu/news/2021/09/17/what-student-athlete
  57. Ines, J. (2021). Stress and coping strategies of college student-athletes (p. 2021). https://www.dlsu.edu.ph/wp-content/uploads/pdf/conferences/research-congress-proceedings/2021/LLI-12.pdf
  58. Iñigo, M. M., Podlog, L., & Hall, M. S. (2015). Why do athletes remain committed to sport after severe injury? An examination of the sport commitment model. The Sport Psychologist, 29(2), 143–155.
  59. Jagim, A. R., Luedke, J., Fitzpatrick, A., Winkelman, G., Erickson, J. L., Askow, A. T., & Camic, C. L. (2020). The impact of COVID-19-related shutdown measures on the training habits and perceptions of athletes in the United States: A brief research report. Frontiers in Sports and Active Living, 2.
  60. Jamieson, M. K., Govaart, G. H., & Pownall, M. (2022). Reflexivity in quantitative research: A rationale and beginner’s guide. PsyArXiv.
  61. Johnson, C. (2021). A qualitative study of college athletes’ experiences of the COVID-19 pandemic [Dissertation]. In The Research Repository @ WVU. https://researchrepository.wvu.edu/etd/10161
  62. Jones, S. (2022, February 9). Interpreting themes from qualitative data: thematic analysis. Eval Academy. https://www.evalacademy.com/articles/interpreting-themes-from-qualitative-data-thematic-analysis#:~:text=A%20theme%20captures%20something%20important
  63. Jonsen, K., & Jehn, K. A. (2009). Using triangulation to validate themes in qualitative studies. Qualitative Research in Organizations and Management: An International Journal, 4(2), 123–150.
  64. Karageorghis, C. I., & Terry, P. C. (2011). Inside sport psychology. Human Kinetics.
  65. Keshkar, S., & Karegar, G. A. (2022). Effect of the COVID-19 pandemic on the sports industry. Elsevier eBooks (pp. 123–157).
  66. Klucsarits, C. (2020). Perceived pressure from coaches, teammates, and parents perceived pressure from coaches, teammates, and parents influences college athletes’ intentions to report concussion influences college athletes’ intentions to report concussion symptoms symptoms [Master’s Thesis]. https://digitalcommons.wcupa.edu/cgi/viewcontent.cgi?article=1146&context=all_theses
  67. Laredo, E. J. B., De Guzman, A. C., Manalo, N. P., & Alvarez, R. M. (2021). Monitoring student-athlete’s personal wellness and sports engagement amidst Covid-19 pandemic. International Journal of Research in Engineering, Science and Management, 4(8). https://journal.ijresm.com/index.php/ijresm/article/download/1189/1137/1721
  68. Leongson, R. B. (2022, September 20). Sixty events in 21 sports set in UAAP Season 85. Spin.ph. https://www.spin.ph/basketball/uaap-men/sixty-events-in-21-sports-set-in-uaap-season-85-a2437-20220920
  69. Levine, O., Terry, M., & Tjong, V. (2022). The collegiate athlete perspective on return to sport amidst the COVID-19 pandemic: A qualitative assessment of confidence, stress, and coping strategies. International Journal of Environmental Research and Public Health, 19(11), 6885.
  70. Li, Y., Wang, Y., Jiang, J., Valdimarsdóttir, U. A., Fall, K., Fang, F., Song, H., Lu, D., & Zhang, W. (2020). Psychological distress among health professional students during the COVID-19 outbreak. Psychological Medicine, 51(11), 1–3.
  71. Longhurst, R. (2010). Semi-structured interviews and focus groups. In N. Clifford, S. French, & G. Valentine (Eds.), Key Methods in Geography (pp. 103–113). SAGE Publications. https://www.torrossa.com/gs/resourceProxy?an=5018166&publisher=FZ7200#page=174
  72. Manchia, M., Gathier, A., Eser, H. Y., Schmidt, M. V., de Quervain, D., van Amelsvoort, T., Bisson, J. I., Cryan, J. F., Howes, O. D., Pinto, L., van der Wee, N., Domschke, K., Branchi, I., & Vinkers, DR. C. H. (2021). The impact of the prolonged COVID-19 pandemic on stress resilience and mental health: A critical review across waves. European Neuropsychopharmacology, 55.
  73. Masten, R., Tušak, M., & Faganel, M. (2006). Impact of identity on anxiety in athletes. Kinesiology, 38(2.), 126–134. https://hrcak.srce.hr/9072
  74. McGuine, T. A., Biese, K. M., Petrovska, L., Hetzel, S. J., Reardon, C., Kliethermes, S., Bell, D. R., Brooks, A., & Watson, A. M. (2020). Mental health, physical activity, and quality of life of US adolescent athletes during Covid-19–related school closures and sport cancellations: A study of 13 000 athletes. Journal of Athletic Training, 56(1).
  75. McKim, C. A. (2017). The value of mixed methods research. Journal of Mixed Methods Research, 11(2), 202–222.
  76. McMullin, C. (2021). Transcription and qualitative methods: Implications for third sector research. VOLUNTAS: International Journal of Voluntary and Nonprofit Organizations, 34, 140–153.
  77. McNevin, T. (2021, December 3). Perseverance - the key to success. Www.linkedin.com. https://www.linkedin.com/pulse/perseverance-key-success-tim-mcnevin#:~:text=Perseverance%20is%20continuing%20to%20do
  78. Mehta, M. P., Tjong, V. K., Peterson, J. G., Christian, R. A., & Gryzlo, S. M. (2020). A qualitative assessment of return to sport following ulnar collateral ligament reconstruction in baseball players. Journal of Orthopaedics, 21, 258–264.
  79. Miller, P. S., & Kerr, G. (2002). The athletic, academic and social experiences of intercollegiate student-athletes. Journal of Sport Behavior, 25(4), 346–367.
  80. Morales, L. (2022, February 25). UAAP confirms return in March. Philstar.com. https://www.philstar.com/sports/2022/02/25/2163325/uaap-confirms-return-march
  81. Morilla, J., & Mercado, R. M. (2017, February 20). Discovering the lifestyle of a student-athlete. The LaSallian. https://thelasallian.com/2017/02/20/discovering-the-lifestyle-of-a-student-athlete/
  82. Mottaghi, M., Atarodi, A., & Rohani, Z. (2013). The relationship between coaches’ and athletes’ competitive anxiety,and their performance. Iranian Journal of Psychiatry and Behavioral Sciences, 7(2), 68–76.
  83. Nalepa, J. (2019, March 13). Building trust within your team – sport coaching & leadership blog. Education.msu.edu. https://education.msu.edu/sport-coaching-leadership/uncategorized/building-trust-within-your-team/
  84. Naylor, A. H. (2007). The coach’s dilemma: Balancing playing to win and player development. Journal of Education, 187(1), 31–48.
  85. Nite, C., Hutchinson, M., & Bouchet, A. (2015). Locating universities within the phases of escalation of commitment to intercollegiate athletics. Journal of Applied Sport Management, 7(1), 87–108.
  86. Nthangeni, S., Toriola, A., Paul, Y., & Naidoo, V. (2021). Student-athlete or athlete-student: Analysis of benefits and barriers of university sport participation in south africa. Annals of Applied Sport Science, 9(2).
  87. Ohuruogu, B., Jonathan, U., & Ikechukwu, U. (2016). Psychological preparation for peak performance in sports competition. Journal of Education and Practice, 7(12). https://files.eric.ed.gov/fulltext/EJ1099480.pdf
  88. Paden, J. (2020). Getting 1% Every Day: An Exploratory Case Study about Growth Mindset in a Collegiate Athletic Setting [Master’s Thesis]. In Master of Arts in Higher Education (MAHE) Theses. https://pillars.taylor.edu/mahe/168
  89. Pajares, F. (2002). Gender and perceived self-efficacy in self-regulated learning. Theory into Practice, 41(2), 116–125.
  90. Palaganas, E., Sanchez, M., Molintas, Ma. V., & Caricativo, R. (2017). Reflexivity in qualitative research: A journey of learning. The Qualitative Report, 22(2).
  91. Patton, M. Q. (1990). Qualitative evaluation and research methods (2nd ed.). Sage Publications, Inc.
  92. Pellino, V. C., Lovecchio, N., Puci, M. V., Marin, L., Gatti, A., Pirazzi, A., Negri, F., Ferraro, O. E., & Vandoni, M. (2022). Effects of the lockdown period on the mental health of elite athletes during the COVID-19 pandemic: a narrative review. Sport Sciences for Health, 18(4).
  93. Potgieter, R. D., & Steyn, B. J. M. (2010). Goal orientation, self-theories and reactions to success and failures in competitive sport. African Journal for Physical, Health Education, Recreation and Dance, 16(4), 635–647. https://repository.up.ac.za/bitstream/handle/2263/16114/Potgieter_Goal%282010%29.pdf?sequence=1&isAllowed=y
  94. Provencio, C. (2016). Student-Athlete: A Study of Student-Athlete Workload Compared with Traditional Student Workload [Electronic Theses and Dissertations]. https://openprairie.sdstate.edu/cgi/viewcontent.cgi?article=2053&context=etd
  95. Richards, S., & Aries, E. (1999). The division III student-athlete: Academic performance, campus involvement, and growth. Journal of College Student Development, 40(3), 211–218.
  96. Robbins, J. E., & Rosenfeld, L. B. (2001). Athletes’ perceptions of social support provided by their head coach, assistant coach, and athletic trainer, pre-injury and during rehabilitation. Journal of Sport Behavior, 24(3). https://www.proquest.com/docview/215876073?pq-origsite=gscholar&fromopenview=true
  97. Ryba, T. V., Wiltshire, G., North, J., & Ronkainen, N. J. (2020). Developing mixed methods research in sport and exercise psychology: potential contributions of a critical realist perspective. International Journal of Sport and Exercise Psychology, 20(1), 147–167.
  98. Sanjari, M., Bahramnezhad, F., Fomani, F. K., Shoghi, M., & Cheraghi, M. A. (2014). Ethical challenges of researchers in qualitative studies: The necessity to develop a specific guideline. Journal of Medical Ethics and History of Medicine, 7(7), 14.
  99. Schneider, F., Runer, A., Burkert, F. R., Aspang, J. S. U., Reider, S., Schneider, H., & Pocecco, E. (2022). Digital workout versus team training: The impact of the COVID-19 pandemic on athletes. Sports Medicine International Open, 6(01), E18–E24.
  100. Schroder, H. S., Moran, T. P., Donnellan, M. B., & Moser, J. S. (2014). Mindset induction effects on cognitive control: A neurobehavioral investigation. Biological Psychology, 103, 27–37.
  101. Sedjo, L., Kohan, D., Runge, T., Overton, R., Gerhart, H., & Bayles, M. (2021). Effects of the COVID-19 pandemic on mood and motivation in division 2 athletes. https://digitalcommons.wku.edu/cgi/viewcontent.cgi?article=5508&context=ijesab
  102. Shaw, M. E. (1981). Group dynamics: The psychology of small group behaviour (3rd ed.). NewYork, NY: McGraw-Hill. https://api.semanticscholar.org/CorpusID:142820559
  103. Shepherd, H. A., Evans, T., Gupta, S., McDonough, M. H., Doyle-Baker, P., Belton, K. L., Karmali, S., Pawer, S., Hadly, G., Pike, I., Adams, S. A., Babul, S., Yeates, K. O., Kopala-Sibley, D. C., Schneider, K. J., Cowle, S., Fuselli, P., Emery, C. A., & Black, A. M. (2021). The impact of COVID-19 on high school student-athlete experiences with physical activity, mental health, and social connection. International Journal of Environmental Research and Public Health, 18(7), 3515.
  104. Skinner, B. (2013). The relationship between confidence and performance throughout a competitive season throughout a competitive season [Master’s Thesis]. https://digitalcommons.usu.edu/cgi/viewcontent.cgi?article=1284&context=gradreports
  105. Smith, E. E., & Medin, D. L. (1981). Categories and Concepts — Edward E. Smith, Douglas L. Medin | Harvard University Press. Www.hup.harvard.edu. https://www.hup.harvard.edu/catalog.php?isbn=9780674866270
  106. Soligard, T., Schwellnus, M., Alonso, J.-M., Bahr, R., Clarsen, B., Dijkstra, H. P., Gabbett, T., Gleeson, M., Hägglund, M., Hutchinson, M. R., Janse van Rensburg, C., Khan, K. M., Meeusen, R., Orchard, J. W., Pluim, B. M., Raftery, M., Budgett, R., & Engebretsen, L. (2016). How much is too much? (Part 1) international olympic committee consensus statement on load in sport and risk of injury. British Journal of Sports Medicine, 50(17), 1030–1041.
  107. Souissi, M. A., Ammar, A., Trabelsi, O., Glenn, J. M., Boukhris, O., Trabelsi, K., Bouaziz, B., Żmijewski, P., Souissi, H., Chikha, A. B., Driss, T., Chtourou, H., Hökelmann, A., & Souissi, N. (2021). Distance Motor Learning during the COVID-19 Induced Confinement: Video Feedback with a Pedagogical Activity Improves the Snatch Technique in Young Athletes. International Journal of Environmental Research and Public Health, 18(6), 3069.
  108. Steiner, D. D. (2010). Coping with the demands of being a collegiate student-athlete: An exploratory investigation coupled with a set of procedural guidelines for athletic department personnel and related services providers [Dissertation]. https://rucore.libraries.rutgers.edu/rutgers-lib/27178/PDF/1/play/
  109. Stolzenberg, I. (2023). The financial and operational effects of the COVID-19 pandemic on the athletic programs of the member schools of the NCAA division III skyline conference [Dissertation]. In www.proquest.com. https://www.proquest.com/openview/094b1022e2e0286d302c2b32c6a455a6/1?pq-origsite=gscholar&cbl=18750&diss=y
  110. Streefkerk, R. (2019, April 12). Qualitative vs. quantitative research | definitions, differences & methods. Scribbr. https://www.scribbr.com/methodology/qualitative-quantitative-research/
  111. Sutula, V. (2018). General definition of the concept sports. Journal of Physical Fitness, Medicine & Treatment in Sports, 4(4). [DOI]
  112. Taherdoost, H. (2016). Sampling methods in research methodology; how to choose a sampling technique for research. SSRN Electronic Journal, 5(2), 18–27. https://hal.science/hal-02546796/file/Sampling%20Method%20in%20Research%20Methodology;%20How%20to%20Choose%20a%20Sampling%20Technique%20for%20Research.pdf
  113. Tanglao Jr., R. S. (2021). Behavior in sports activity amidst pandemic of student-athletes of Lyceum of the Philippines University, Cavite. EPRA International Journal of Research & Development (IJRD), 6(7).
  114. Thompson, J. (2010). Social support and minority student-athletes. Journal of Issues in Intercollegiate Athletics, 3, 234–252. https://csri-jiia.org/old/documents/publications/research_articles/2010/JIIA_2010_3_13_234_252_Social_Support.pdf
  115. Tjønndal, A. (2020). #QuarantineWorkout: The use of digital tools and online training among boxers and boxing coaches during the COVID-19 pandemic. Frontiers in Sports and Active Living, 2.
  116. Tjønndal, A. (2021). The impact of COVID-19 lockdowns on Norwegian athletes’ training habits and their use of digital technology for training and competition purposes. Sport in Society, 25(7), 1373–1387.
  117. Tjosvold, D., Johnson, D. W., Johnson, R. T., & Sun, H. (2003). Can interpersonal competition be constructive within organizations? The Journal of Psychology, 137(1), 63–84.
  118. Ulanday, J. B. (2022, September 7). UAAP swings back to full calendar in Season 85 this Oct., says chief. BusinessWorld Online. https://www.bworldonline.com/sports/2022/09/07/473107/uaap-swings-back-to-full-calendar-in-season-85-this-oct-says-chief/
  119. Uroh, C. C., & Adewunmi, C. M. (2021). Psychological impact of the COVID-19 pandemic on athletes. Frontiers in Sports and Active Living, 3.
  120. Vealey, R. S., Hayashi, S. W., Garner-Holman, M., & Glacobbi, P. (1998). Sources of sport-confidence: Conceptualization and instrument development. Journal of Sport & Exercise Psychology, 20(1), 54–80. https://psycnet.apa.org/record/2000-16698-004
  121. Von Culin, K. R., Tsukayama, E., & Duckworth, A. L. (2014). Unpacking grit: Motivational correlates of perseverance and passion for long-term goals. The Journal of Positive Psychology, 9(4), 306–312.
  122. Warmath, D., Bell, D. R., & Winterstein, A. P. (2022). The role of athlete competitiveness in high school sport specialization in the united states. Orthopaedic Journal of Sports Medicine, 10(3), 232596712210796.
  123. Watson, J. C., & Kissinger, D. B. (2007). Athletic participation and wellness: Implications for counseling college student-athletes. Journal of College Counseling, 10(2), 153–162.
  124. Weinberg, R. S., & Gould, D. (2015). Foundations of Sport and Exercise Psychology (6th ed.). Champaign, IL: Human Kinetics.
  125. Yin, R. K. (2012). Applications of case study research (3rd ed). Sage
  126. Yin, R. K. (2014). Case study research: Design and methods (5th ed.). Sage. https://www.researchgate.net/publication/308385754_Robert_K_Yin_2014_Case_Study_Research_Design_and_Methods_5th_ed_Thousand_Oaks_CA_Sage_282_pages
  127. Zhang, H., & Liu, X. (2008). Understanding of competitive sports conducted by school under the new curriculum standard. International Education Studies, 1(3).
  128. Zieschang, T., Otto-Sobotka, F., Shakoor, A., Lau, S., Hackbarth, M., & Koschate, J. (2023). The impact of pandemic-related social distancing regulations on exercise performance—Objective data and training recommendations to mitigate losses in physical fitness. Frontiers in Public Health, 11.