Arnis has been identified as a combative, full-contact sport in the context of the school's co-curricular activities, in which students may have acquired meaningful learning, skills, and physical well-being. This qualitative study explores the experiences of arnis players or arnisadors in their curricular and co-curricular pursuits; has utilized non-probability purposive sampling; and employed Colaizzi's seven-step phenomenological method as a reference in interpreting and formulating relevant themes that reflect the curricular and co-curricular experiences of the participants. Data collection was carried out employing interviews and observation methods. Relative themes that emerged from this study were commitment, milestones, physical development, self-discipline, realization, pride and passion, training, competition, camaraderie, support, and aspiration. Curiosity and peer influence were the main factors that led participants to join the arnis team, and the rigors of the training changed their perspective towards the fulfillment of curricular and co-curricular objectives. Significant benefits from joining Arnis have been highlighted, such as sound health, asthma healing, physical and character development, and other positive attributes have been enhanced. Their aspiration as senior practitioners would be to share the kind of discipline, advancement, and expertise they have achieved with the beginners to express gratitude to the team. Furthermore, it was revealed that the ideal peer influence would lead to something beneficial, such as an affiliation to a sport like Arnis. At the same time, the loco parentis is essential for the role modeling to student-athletes who have been successful in managing difficulties due to genuine friendship and love. And the support of teammates, coaches, family, and school.
