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EXPLORING THE LIVED EXPERIENCES OF STUDENT- ATHLETES ON SKILL PROGRESSION DRILL

Volume: 147  ,  Issue: 1 , April    Published Date: 29 April 2024
Publisher Name: IJRP
Views: 229  ,  Download: 102 , Pages: 380 - 401    
DOI: 10.47119/IJRP1001471420246329

Authors

# Author Name
1 APRIL ROSE C. NAVAJA
2 BRYAN L. CANCIO

Abstract

In skill progression, athletes progress in sports by improving their skills through training, overcoming challenges like injuries, conflicts, personal issues, and societal pressures along the way. This study aimed to explore the lived experiences of college-level track and field student-athletes in skill progression drill. A phenomenological study was employed to investigate the experiences of college-level track and field student-athletes within Davao Region. Further, the study was anchored on the Theory of Performance by Elger, which emphasized the importance of combining skills and knowledge, fostering a positive mindset, and reflecting on experiences to enhance performance levels. In the context of skill progression in sport, this theory helps to enhance skills, knowledge, mindset, and learn from experiences. The study included five participants who were purposely selected for in-depth interviews. The study employed thematic analysis to derive meaning from the lived experiences of the student-athletes. These athletes provided insights into their unique perspectives and experiences within the context of track and field sports. In terms of the lived experiences of the student-athletes, three emergent themes came into view: exploring individualized training background, navigating challenges in training, and balancing physical fitness. The findings of the study support four commendations: student-athletes may understand individual needs to minimize training challenges, following tailored training programs designed by coaches, prioritizing diverse training methods, and maintaining a healthy lifestyle.

Keywords

  • lived experiences
  • skill progression
  • training background
  • challenges