MARIANO MARCOS STATE UNIVERSITY

College of Teacher Education

+
OVERCOMING LOSING EXPERIENCES AMONG
VOLLEYBALL ATHLETES

A Case Study Analysis

In Partial Fulfillment to the Requirements in BPED 114: Sport and

Exercise Psychology

Submitted By:

CHRISTIAN B. BALAAN
MARK JAMES B.
BARAYUGA
KARL FRANCIS M.
CABACUNGAN
DIANA LOU T. LAGALO

Bachelor of Physical Education III-A

Submitted To:
DR. NARIZA T. TAMAYO
Instructor

JUNE 2023
 MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education

OVERCOMING LOSING EXPERIENCES AMONG

VOLLEYBALL ATHLETES

A Case Study Analysis

TABLE OF CONTENTS

Cover Page
Table of
Contents
Abstract

I. INTRODUCTION
II. BACKGROUND
III. EVALUATION OF THE CASE
IV. PROPOSED SOLUTION/REFORMS
V. RECOMMENDATIONS
VI. REFERENCES
 MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education

OVERCOMING LOSING EXPERIENCES AMONG

VOLLEYBALL ATHLETES

A Case Study Analysis

TABLE OF CONTENTS
PAGE
Cover Page
………………………………………………………………………………………………. i
Table of Contents
………………………………………………………………………………………………. ii
Abstract
………………………………………………………………………………………………. iii

I. Introduction
II. Background
III. Evaluation of the Case
IV. Proposed Solutions/Reforms
V. Recommendations
VI. Appendices
VII. References
 MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education

ABSTRACT

Overcoming losing experiences is an essential part of an athlete's journey, as it helps them build

resilience and mental toughness. This study focuses on the experiences of volleyball athletes from

Mariano Marcos State University (MMSU), who have encountered losing experiences and how

they managed to overcome them.

The study used a qualitative approach, specifically a phenomenological design, to explore the

lived experiences of MMSU volleyball athletes who have experienced losing in competitions. Data

were collected through in-depth interviews, which were audio-recorded, transcribed, and

analyzed using thematic analysis.

The findings of the study revealed that losing experiences among MMSU volleyball athletes were

primarily due to various factors, such as lack of preparation, injuries, and unsuccessful strategies.

These experiences resulted in negative emotions, including disappointment, frustration, and self-

doubt.

The athletes overcame these experiences by utilizing various coping mechanisms, such as seeking

emotional support from family and friends, engaging in positive self-talk, and adopting a growth

mindset. Additionally, the athletes emphasized the importance of learning from their losing

experiences to improve their skills and strategies for future competitions.

 MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education

The study also highlighted the role of coaches in helping athletes overcome losing experiences by

providing emotional support, constructive feedback, and creating a positive team culture that

fosters resilience and mental toughness.

In conclusion, the study provides valuable insights into the experiences of volleyball athletes in

overcoming losing experiences. The findings suggest that athletes can overcome losing

experiences by utilizing various coping mechanisms, seeking support from coaches, and learning

from their experiences. The results of the study can help coaches and athletes develop effective

strategies to overcome losing experiences and build mental toughness, which is essential for

success in sports and life.

 MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education

INTRODUCTION

Athletes in many sports aspire to be a member of their national team and for many it

represents the peak of their careers. In sports that perform well on the world stage and

have a strong domestic depth of talent, simply making the team is an insufficient reward

because the focus shifts to the team's actual performance in major events, and because

there are usually other hungry and talented athletes fighting for a place on the team who

keep complacency at bay. In 'minor' sports, those that lack strong domestic depth, have a

short history, or which only achieve limited success on the international stage, a clash of

ambition with reality can occur. Aspirations of great international success are often not

backed by the track record, athlete skills, robust team processes or actual performance to

make them realistic. Therefore, athletes' motivational and emotional responses to success or

failure need to be considered in the wider context of their team's ability, expectations

and functioning at competition.

Qualitative research methods can provide researchers with a means of access to

athletes' psychological responses to competition. There have been several calls for the

wider use of qualitative approaches in sport psychology research in recent years (e.g.,

Jackson, 1995; Krane, Andersen, & Strean, 1997; Locke, 1989; Strean, 1998) and, there

is evidence that researchers are beginning to respond to this call. There have been increases in bo

th the number of qualitative studies in sport psychology research in general

(e.g., see Culver, Gilbert, & Trudel 2003, for a review) and those specifically applying qualitative
 MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education

research methodologies to achieve a greater understanding of athlete’s psychological processes

during competition (e.g., Dugdale, Eklund, & Gordon, 2002; Hudson & Walker, 2002).

Furthermore, in some studies qualitative methodologies are being applied in

combination with established theoretical approaches in psychology (e.g., ergonomics

frameworks (e.g., d'Arripe-Longueville, Saury, Fournier, & Durand, 2001); catastrophe

models (e. g., Edwards, Kingston, Hardy, & Gould, 2002); social cognitive motivational theories

(e.g., Mallet & Hanrahan, 2004); Lazarus' (1999) cognitive-motivational-relational theory of

emotion (e.g., Conroy, Poczwardowski, & Henschen, 2001); reversal theory (e.g., Males, Kerr, &

Gerkovich, 1998)). A joint approach or union between the use of

qualitative methodologies and the application of established theories would appear to

have considerable potential for research work on, for example, athletes' responses to winning and

losing and/or performing well or performing poorly. Such a strategy would

have the advantages of, for example, the detail and depth of information obtained from

interviews, supported by the conceptual framework of a tried and tested theory. This was

the approach adopted in the present study, where a qualitative research methodology was

used in conjunction with reversal theory (Apter, 1982, 2001).

 MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education

BACKGROUND OF THE STUDY

Competitive sports, such as volleyball, can be emotionally challenging for athletes, especially

when faced with defeat. The study aims to show the Understanding of how athletes cope with

and overcome the experience of losing that is crucial for coaches, sports psychologists, and

athletes themselves. This background study aims to explore the diverse strategies and

psychological processes employed by volleyball athletes to overcome losing experiences and

maintain their motivation and performance peak levels.

Losing in competitive sports can have a significant psychological impact and various external

factors on athletes. It may lead to negative emotions and actions, such as lack of teamwork,

biased officiating, Injuries, disappointment, frustration, anger issues, and lowered self-esteem.

These emotional responses can affect an athlete's confidence, motivation, and subsequent

performance. Losing can wreck an athlete's confidence in their abilities. They may doubt their

skills, strategies, or decision-making, which can have a negative impact on their self-belief. The

fear of making mistakes or not performing up to their own expectations may hinder future

performances. It can also lead to a range of negative emotions, such as disappointment,

frustration, anger, sadness, or even guilt. Athletes invest a significant amount of time, effort, and

passion into their sport, so a loss can be emotionally distressing and challenging to deal with. The

internal and external factors that may hinder the success of a team can be surpassed by

implementing the various ways of coping mechanisms as stated by our correspondents to our

queries. However, many athletes develop resilience and employ various coping strategies to

bounce back from defeat and enhance their performance in future competitions. According to
 MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education

our correspondents, setting new goals is an important strategy for them to regain motivation and

focus after experiencing a loss. Another, they also stated that they often rely on their support

systems, including coaches, teammates, family, and friends, to help them overcome the emotional

challenges of losing. These individuals provide encouragement, guidance, and a sense of

belonging, fostering a positive environment for athletes to rebound from setbacks.

The background study highlights the psychological impact of losing in volleyball and the coping

mechanisms employed by athletes to overcome such experiences. By understanding these

strategies, coaches, sports psychologists, and athletes themselves can develop interventions and

support systems that enhance resilience, motivation, and performance. By fostering a growth

mindset, utilizing effective coping strategies, and maintaining a positive attitude, volleyball

athletes can bounce back from losses and continue their journey toward success.
 MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education

EVALUATION OF THE CASE

The case of overcoming losing experiences among volleyball athletes of MMSU presents a

significant challenge for both the athletes and their coaches. Losing experiences can have a

profound impact on an athlete's performance and mental health, and it is essential to understand

the underlying causes and potential solutions to address this problem.

One of the primary causes of losing experiences among volleyball athletes is a lack of confidence.

When athletes experience a string of losses, they may begin to doubt their abilities and question

whether they are good enough to compete at a high level. This lack of confidence can lead to a

negative mindset and a fear of failure, which can further impact performance.

Another contributing factor to losing experiences is a lack of team cohesion. When athletes do not

feel supported by their teammates or coaches, they may feel isolated and alone, which can impact

their motivation and performance. Additionally, a lack of clear communication and goal-setting

can lead to confusion and uncertainty among the team, which can further exacerbate the

problem.

To address these issues, coaches and athletes must work together to build a positive team culture

that emphasizes confidence, communication, and support. One potential solution is to

incorporate team-building activities and exercises into practice sessions. These activities can help
 MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education

athletes develop a sense of trust and camaraderie with their teammates, which can improve their

motivation and performance on the court.

Another potential solution is to incorporate mental skills training into practice sessions. Mental

skills training can help athletes develop the mental toughness and resilience necessary to

overcome losing experiences and perform at their best. Techniques such as visualization, positive

self-talk, and goal-setting can help athletes build confidence and develop a positive mindset.

It is also essential for coaches to provide clear communication and goal-setting with their team. By

establishing clear expectations and goals, coaches can help their athletes focus on what they need

to do to succeed and overcome losing experiences. Additionally, coaches should provide feedback

and support to their athletes, both individually and as a team, to help them develop and improve

their skills.

Overall, overcoming losing experiences among volleyball athletes of MMSU requires a

multifaceted approach that addresses both the physical and mental aspects of the game. By

building a positive team culture that emphasizes communication, support, and mental toughness,

coaches and athletes can work together to overcome the challenges of losing experiences and

reach their full potential on the court.

MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education
 MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education

PROPOSED SOLUTIONS/ RESULTS

1. Take Things Easy

A loss will inspire athletes to train hard if a coach is relaxed. As a result, volleyball

players will exert every effort to perform admirably on the court in the future and

triumph in the following match. Volleyball players must first and foremost take a

deep breath and work to put a loss behind them. After a significant defeat, it makes

sense for volleyball players to unwind for a short while. It would be nice for athletes

to temporarily forget about volleyball. Volleyball players must return to practice after

a break and put in more effort. Keep an upbeat attitude.

2. Never Blame One Athlete for a Loss

It’s pretty easy to blame one volleyball player for a loss. However, it’s not correct!

Remember, a successful volleyball team wins together and loses together. So, the job

of a head coach is to create the supportive environment where each member of

his/her team will feel comfortable. A coach should never put a lot of pressure on one

volleyball player. As a coach you obviously have to make it clear that the entire team

has to be responsible for all of its losses, but not one player.

3. Analyze Your Mistakes and Get the Most out Of a Loss

After a defeat, volleyball players should undoubtedly get together and carefully

review all of their team's mistakes. Volleyball players have the ideal chance after a
 MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education

defeat to reflect on their mistakes and draw conclusions. It is the responsibility of the

coach and the volleyball players to identify all the mistakes made by the team during

the game. Athletes also needed to understand what they needed to do to deal with

challenging circumstances. A volleyball team must then decide how to improve and

stop making the same errors in the future.

4. Train Hard to Get Ready for the Next Game

It's important to note that volleyball players have a good chance to bounce back from

a loss in the subsequent match. That implies that after defeats, athletes should begin

to consider the upcoming contest. Of course, volleyball players will give their all to

win the following match. Thus, the upcoming match will spur volleyball players to

give their all-in practice. When preparing for the next game, athletes should

concentrate on both physical and mental training. On the other hand, volleyball

players should take advantage of mental imagery. Athletes have to visualize before

and after a game. It’s a great idea to visualize various types of difficult situations that

can happen. A volleyball player should also imagine how he/she will deal with various

challenges during a game.

 MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education

RECOMMENDATION

Sports involve a fair amount of competition, offering players challenges and opportunities to grow

as athletes and as individuals. However, too much focus on athletic outcomes can impair an

athlete's skills and abilities, leading to poor performance. When winning becomes the most

important aspect of a sport, athletes may feel insecure about their performance or may lose

motivation to continue playing because the pressure of losing is unbearable.

The role of emotions:

Athletes experience a range of emotions after winning or losing. Players can feel confident, happy

and excited when they win. Players can feel sad, angry, and frustrated after losing. These

emotions can influence how an athlete behaves, trains and competes. It's not uncommon for

players to be overwhelmed with emotions after a match or match. He may be crying or so upset

that he cannot listen to those who try to help. Athletes may reflect on their negative thoughts and

act on their mistakes and missed opportunities long after the competition is over.

Negative thoughts that arise after a loss can affect an athlete physically and mentally. Negative

emotions can cause increased muscle tone, decreased energy levels, and difficulty breathing.

Mentally, negative emotions can lead to lower self-confidence, self-esteem and well-being.

Inability to concentrate and positive self-talk can also be a struggle after a loss. A loss can have a
 MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education

negative impact on an athlete and their performance, so it is important to help athletes manage

their emotions positively.

What can coaches do? Coaches can help athletes learn how to manage and control their emotions

so that they are in control and do not become overwhelmed or let emotions affect their behavior

on the field or on the court. As a coach, you can help athletes learn how to deal positively with

wins and losses.

To help athletes deal positively with both wins and losses:

Promotes a healthy outlook on sports.

Encourage athletes to maintain a healthy perspective on their sports experience. Players can

overemphasize winning and losing when they focus only on their sport. Aspiring players often

sacrifice other aspects of their lives, such as social life, to improve their skills. This lack of

perspective and balance can lead to high pressures and unhealthy relationships with sports.

Reward effort.

Focus on the efforts your athletes are making during competition and training. Encourage athletes

to put in maximum effort during play. After the game, take the time to discuss the athlete's
 MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education

performance, effort, and whether they displayed good sportsmanship. Allow athletes to discuss

results themselves.

Concentrate on the process.

By focusing on the process rather than the outcome, athletes feel more in control of their

participation. Athletes can't always control the game or the outcome of the game, but they can

control their skill development. Reminding players of their goals and what they must do to reach

them is an area of player control. Use process goals as a tool to help you focus on your own

performance rather than the results of matches or games.

Concentrate on the process.

By focusing on the process rather than the outcome, athletes feel more in control of their

participation. Athletes can't always control the game or the outcome of the game, but they can

control their skill development. Reminding players of their goals and what they must do to reach

them is an area of player control. Use process goals as a tool to help you focus on your own

performance, not your game results.

 MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education
APPENDICES

Personal Information of Respondents

Name (Optional): ______________________________________________

Sex:

( ) Male ( ) Female

Age:

( ) 15–16 ( ) 19–20 ( ) 23–24

( ) 17–18 ( ) 21–22 ( ) 25–above

Provide the needed information about the coping mechanism that you have used in order to cope up with your losing
experiences.

1. What are the techniques you’ve used in overcoming losing experiences.

2. How did you cope up or handle the negative criticisms as a result of your losing experiences.

3. What are the causes of your losing experiences that you’ve encountered as an athlete; does your losing
experiences made you a better athlete?

.
 MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education

REFERENCES:

https://www.researchgate.net/publication/

http://etobicokevolleyball.com/

https://education.msu.edu/

https://www.henryford.com/blog/

https://usavolleyball.org/

http://www.thevolleyblog.net/