Download or read book Establishing Foundational Data on the Mental Health Functioning Stress Mood Self Regulation Capacity and Perceptions of Coaching Climate of Canadian Interuniversity Sport CIS Student Athletes written by Krista Van Slingerland and published by . This book was released on 2016 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Mental health has become increasingly important on post-secondary campuses across Canada, as the majority of university students represent the cohort of the Canadian populace that is most vulnerable to mental illness, substance abuse, and suicide. Evidence suggests that student-athletes, a visible and diverse sub-population of university students, are at equal risk of experiencing a mental illness (Reardon & Factor, 2010), but could be even more vulnerable to mental health challenges than their non-athlete peers (Neal et al., 2013; Watson & Kissinger, 2007), given the additional demands and pressures that they face. Problematic though, is that the culture of athletics and prevailing stigma surrounding mental illness can lead student-athletes to overreport their well-being and deny distress (Steiner, Denny, & Stemmle, 2010), as well as underutilize the mental health services available to them on campus (Lopez & Levy, 2013). Although researchers have investigated the mental health of American college students (e.g., Eklund, Dowdy, Jones, & Furlong, 2011) and attempted to understand the vulnerability of National Collegiate Athletics Association (NCAA) student-athletes to specific mental illnesses (e.g., eating disorders and substance abuse, Reardon & Factor, 2010), no study to date has investigated the mental health of student-athletes competing in Canadian Interuniversity Sport (CIS), particularly not using a holistic lense. As such, the overall purpose of the present study was to provide foundational data relating to Canadian student-athletes' mental health functioning and other relevant indices such as their stress levels, mood, capacity to self-regulate, and perceptions of coaching climate. The first objective was to understand (a) the level and prevalence of mental health functioning (MHF) of student-athletes competing in the Canadian Interuniversity Sport (CIS) system at two different time points in their academic year (Fall = Time 1, Winter = Time 2) and (b) whether significant differences existed in their levels of MHF (emotional, social, and psychological well-being) between Time 1 and Time 2 and based on gender, alcohol use, living situation, year of study, and type of sport. Results indicated that the student-athletes from 30 different Canadian universities experienced moderate to high levels of MHF at both time points, including those who reported a previous mental illness diagnosis. Furthermore, there was a higher prevalence of flourishing compared to languishing student-athletes at both time points. Repeated measures MANOVA tests indicated that student-athletes' MHF did not significantly differ across time based on their gender, alcohol use, living situation, year of study, and/or type of sport. However, when a 5-way MANOVA test was conducted with the larger sample Time 1 data to have more statistical power, results revealed a significant main effect of gender, suggesting that women had significantly lower levels of social well-being than men during the first part of the academic/athletic year (see Article 1). The second objective was to examine relationships between variables that could potentially influence the MHF of CIS student-athletes, namely, their stress, mood, self-regulation capacity, and perceptions of the coaching climate. A path analysis revealed that the student-athletes' MHF was significantly impacted by the frequency of their maladaptive reactions to stressors, mood states, capability to self-regulate, and the climate fostered by coaches. The third aim was to determine if changes in student-athletes' self-regulation capacity over the academic/athletic year were related to changes in the other variables of interest. A t-test was first run to establish whether there was a change in their self-regulation capacity from Time 1 to Time 2, however, their levels remained steady over these time points. A subsequent path analysis showed that change scores in self-regulation capacity were not significantly related to change scores in MHF, stress, mood, and perceptions of coaching climate (see Article 2). The hope is that the results of this study may inform the strategic directions of mental health promotion and maintenance programming designed for CIS student-athletes in the future.

Download or read book The Effects of the Covid 19 Pandemic on Sport Mental Health Implications on Athletes Coaches and Support Staff written by Tadhg Eoghan MacIntyre and published by Frontiers Media SA. This book was released on 2022-01-25 with total page 320 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Exploring Mental Health in Sport written by Jessica Murphy and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Student-athletes are at high risk for poor mental health. Leaders within the varsity sport environment influence athlete mental health and help-seeking. This dissertation explored the behaviors, perspectives and needs of athletes, coaches, and athletic trainers as it pertains to mental health in sport. Three studies were conducted, the first utilized the Theory of Planned Behavior to explore factors associated with coach-athlete conversations about mental health. A coach's Attitude towards having a conversation with an athlete significantly influenced their Intention to do so. Perceived Behavioral Control (PBC) significantly influenced the relationship between Social Norms and Intention. Both PBC and Social Norms had a significant relationship with the Behavior (having a conversation about mental health with an athlete). The second study applied a conceptual model from Horn's Working Model of Coach Effectiveness to explore how an athlete's perception of coach behavior impacts attitudes and help-seeking behaviors. Psychological distress levels influenced an athlete's Perception of their coach's behavior. Openness to help-seeking was significantly related to help-seeking Behaviors and influenced the relationship between personal characteristics and help-seeking. Perception of coach behaviors influenced the relationship between psychological distress and help-seeking from a coach. The last study sought to determine the acceptance of an online varsity sport-specific mental health resource. Preliminary results were promising; The PEER Network was frequently used over the study period and participants had positive and supportive feedback. Overall, results from the three studies suggest that perceived ability and social support may influence whether coach-athlete conversations about mental health occur. Due to the effects of these variables, coach mental health training should focus on improving the skills required for these conversations and normalizing mental health in sport. As an athlete's perception of coach behavior mediated the relationship between psychological distress and help-seeking, training should also focus on clear ways to show athletes that coaches are supportive of mental health. Athlete-specific training should try and improve attitudes towards help-seeking and highlight the value from seeking help. The PEER Network may be an easily accessible and context-specific way of achieving these educational goals for members of the varsity athletic community.

Download or read book Psychosocial Health and Well being in High Level Athletes written by Nick Galli and published by Routledge. This book was released on 2019-05-03 with total page 137 pages. Available in PDF, EPUB and Kindle. Book excerpt: The psychological health of competitive athletes is of paramount importance to performance, retention, and well-being in sport, and national governing bodies are increasingly concerned with its promotion. Psychosocial Health and Well-being in High-Level Athletes offers students, researchers, and practicing sport psychologists an accessible and rigorous grounding in the manifestations of psychosocial health in athletes, the threats athletes face to their psychosocial health, and the interventions which can be designed to enhance it. Seeking to guide future research and expand professional understanding of psychosocial issues in sport, the book is based on a model of cognitive, emotional, social, and spiritual health. It clearly defines these dimensions in a sporting context before discussing pertinent threats—such as career transitions, injuries and abuse—and interventions, including adversarial growth, life-skill interventions, prevention and organization policy, and mindfulness-based interventions. Providing an innovative and integrated perspective on psychosocial health and well-being in competitive sport, this book is essential reading for upper-level students taking any clincial sport psychology modules, and for sport psychologists, coaches, and administrators working with competitive athletes.

Download or read book The Implementation and Impact of a Self Regulation Intervention on the Levels and Experiences of Stress Burnout Well Being and Self Regulation Capacity of University Student Athletes with Moderate to High Levels of Burnout written by Nicole Dubuc-Charbonneau and published by . This book was released on 2016 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Gaps. University student-athletes face several unique demands that can contribute to greater levels of stress (Gould & Whitley, 2009; Kimball & Freysinger, 2003). If unresolved, stress can compromise well-being and lead to burnout (DeFreese & Smith, 2014). Many studies have shed light on the burnout process of athletes (Goodger, Gorely, Lavallee, & Harwood, 2007; Gustafsson, Kenttä, & Hassmén, 2011). Yet, despite the negative outcomes reported, little has been done to remediate the incidence of burnout in sport. As such, researchers have called for intervention studies to find ways to alleviate and prevent burnout as this type of research is practically non-existent (Eklund & DeFreese, 2015; Goodger, Gorely et al., 2007; Gustafsson et al., 2011; Lonsdale, Hodge, & Rose, 2009) Aim. The overall aim of this research was to investigate the implementation and impact of an individual, feel-based, person-centered self-regulation intervention on the levels and experiences of stress, burnout, well-being, and self-regulation capacity of university student-athletes with moderate to high levels of burnout. Four studies guided by specific objectives were carried out over two phases, that is, the screening phase and the intervention phase. Screening phase. The objective of the study conducted in the screening phase was to examine the levels of burnout among student-athletes at two Canadian universities and investigate whether there were significant differences related to gender, sport, year of university sport participation, academic year, and academic program (Article 1). Results of this study served to identify student-athletes for the intervention phase. Intervention phase. Three studies were conducted in the intervention phase. The objective of the first study was to implement and assess the impact of a self-regulation intervention on the stress, burnout, well-being and self-regulation capacity of university student-athletes experiencing moderate to high levels of burnout (Article 2). The objective of the second study was to investigate the intervention process and experiences of four student-athletes by chronologically presenting their story in order to address how they developed their self-regulation capacity over the course of the season, and the strategies they used to influence their experiences of stress, burnout, and well-being (Article 3). Finally, the objective of the third study in this phase was to investigate the integration and adaptation of the Cognitive-Affective Stress-Based Burnout Model (CASBBM) to facilitate positive changes in student-athletes participating in an individual self-regulation intervention to alleviate burnout symptoms (Article 4). Methods. Screening phase. To address the objective of the study conducted in the screening phase, 147 student-athletes from different sports at two Canadian universities completed the Athlete Burnout Questionnaire (ABQ, Raedeke & Smith, 2001) and a demographic questionnaire one month prior to the start of their athletic season. Statistical tests were computed based on the complete score set of 145 participants to assess their burnout levels and correlations between the three burnout subscales (i.e., physical and emotional exhaustion, reduced accomplishment, sport devaluation). In addition, a series of one-way between subject ANOVAS, independent t-tests and post-hoc analyses were performed to determine if there were any significant differences in burnout levels across different demographic variables (i.e., gender, sport, year of university sport participation, academic year, and academic program; Article 1). Intervention phase. Next, to address the objectives of the three studies carried out in the intervention phase, eight university student-athletes from the screening phase having scored 3.0 or higher on the physical and emotional exhaustion and reduced accomplishment subscales of the ABQ (Cresswell & Eklund, 2006) took part in an individual, person-centered, feel-based self-regulation intervention guided by the CASBBM (Smith, 1986) and the Resonance Performance Model (Callary & Durand-Bush, 2008). The student-athletes met with the trained researcher every two weeks throughout their athletic season to develop their capacity to manage their thoughts, feelings, and behaviours on a daily basis and to cope with adversity, including stressful situations that contributed to their stress and burnout symptoms. In addition to participating in these multiple intervention sessions, they partook in a pre- and post-intervention interview. All sessions and interviews were audio-recorded, transcribed verbatim, and subjected to a deductive and inductive analysis (Hsieh & Shannon, 2005), following steps to strengthen trustworthiness. Self-report measures of stress, burnout, well-being, and self-regulation capacity were also completed by the eight student-athletes at four time points to fulfill the objective of the first study in this phase. Descriptive statistics and repeated measures ANOVAs were performed to assess levels and identify any significant changes across the four time points. Results were triangulated with that from the qualitative data analysis (Article 2). With regards to the second study, the researcher used the results of the deductive and inductive qualitative data analysis to select four cases based on their distinct profiles and conveyed their intervention experiences by constructing chronological, first-person narratives (Article 3). For the third study, a broader level of qualitative data analysis was performed to compare and contrast the data with the components of the CASBBM to examine its applicability as an intervention tool (Article 4). Results. As shown in Article 1, few student-athletes (1.4%) had elevated burnout scores on all three burnout subscales. However, several of them (17%) scored high on two of the three subscales of the ABQ, revealing signs of burnout. No significant differences emerged with regards to student-athletes' year of university sport participation, academic year, and academic program. However, women had higher levels of emotional and physical exhaustion than men. Furthermore, exhaustion scores were significantly higher for swimmers and basketball players than for hockey players and fencers. Finally, fencers had significantly higher levels of sport devaluation than hockey and volleyball players. Article 2 indicates that the intervention had a positive impact on the student-athletes' stress, burnout, well-being, and self-regulation capacity. At the onset of the intervention, the participants had moderate to high levels of stress and burnout as well as low levels of well-being and self-regulation capacity. As the intervention progressed, the student-athletes reported increased self-regulation capacity and well-being, and reduced stress and burnout. The qualitative data corroborated these changes. Through detailed narratives, Article 3 demonstrates how the student-athletes learned to develop their self-regulation capacity by implementing various processes such as goal-setting, planning, time management, cognitive restructuring, self-control, visualization, and self-reflection. The participants shared concrete examples illustrating how they learned to become more aware and autonomous, and proactively mobilize resources in order to manage the many academic and sport demands they faced throughout the season. Concurrent with their increased capacity to self-regulate, the athletes experienced positive outcomes such as lower perceived stress and burnout, higher well-being, and improved performance. Lastly, Article 4 shows that the extensive data emerging from the multiple intervention sessions and pre- and post-intervention interviews supported, for the most part, the components of the CASBBM (Smith, 1986). However, the model was not sufficient or comprehensive enough to account for the student-athletes' changes in their burnout process as a result of the intervention. As such, the DCASBBM, an adapted and dynamic version of the CASBBM, was created, reflecting both positive and negative aspects of personal characteristics, situations, cognitive appraisals, multidimensional responses, coping, self-regulation, and outcomes that evolved as a result of participating in a self-regulation intervention. The DCASBBM can serve as an intervention tool to help prevent and remediate symptoms of stress and burnout.

Download or read book Stress Well Being and Performance in Sport written by Rachel Arnold and published by Routledge. This book was released on 2021-03-08 with total page 324 pages. Available in PDF, EPUB and Kindle. Book excerpt: Stress, Well-Being, and Performance in Sport provides the first comprehensive and contemporary overview of stress in sport and its implications on performance and well-being. It explores how athletes’, coaches', and support staffs' performance can be enhanced while simultaneously optimizing their well-being in contemporary sport. Divided into four sections following the stress process, Stress, Well-Being, and Performance in Sport covers key topics including: Appraising and coping with stress in sport Responses to and outcomes of stress in sport Moderators of the stress process in sport Stress management to promote thriving in sport Bringing together theory and practice, each chapter discusses conceptual and theoretical issues, current research, and innovative practical implications. Written by scholars around the globe, Stress, Well-being, and Performance in Sport offers an international perspective. It is important reading for students of sport psychology as well as coaches, athletes, and support staff.

Download or read book Mental Toughness Well being and Coach created Motivational Climate Within Collegiate Athletics written by and published by . This book was released on 2018 with total page 65 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the relationship between college student-athletes' well-being, self-ratings of mental toughness in sport, and perceptions of the coach-created motivational climate. One hundred and two NCAA Division I female student-athletes completed measures of well-being, mental toughness, and coach-created motivational climate over the course of a university academic year. The author hypothesized that mental toughness and perceptions of the coach-created motivational climate would predict well-being. Overall, the results of the study found a predictive relationship between well-being and mental toughness, and well-being, mental toughness, and an ego-involving coach-created motivational climate. These results provide initial evidence that cognitive, affective, personality, and environmental factors influence student-athlete well-being. The findings also demonstrate that Henriques et al.'s (2017) Nested Model of Well-being (NM) may be an effective model to understand the unique factors that influence student-athlete well-being. For example, the results of the study indicate that the construct of mental toughness may overlap with Henriques et al.'s (2014) conceptualization of adaptive potentials (one's skills and abilities to function effectively in the environment). Additionally, the influence of a student-athlete's perception of the coach-created motivational climate on well-being may be aligned with the NM's characterization of the environmental domain. These results indicate a need to study other factors that influence student-athlete well-being. This study demonstrates a need to develop measures that assess student-athlete well-being while also accounting for the unique cultural components of college athletics that may influence the well-being of student athletes.

Download or read book Developing and Supporting Athlete Wellbeing written by Natalie Campbell and published by Routledge. This book was released on 2021-09-28 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt: This pioneering book in elite athlete wellbeing brings together the narratives of athletes and wellbeing practitioners in high-performance sport with cutting-edge theorizing from world-leading academics to explore pertinent mental wellbeing matters that present for elite athletes both during and after their careers. The journey of the elite athlete is considered from entering the high-performance system as a youth performer through to retirement, with contributions illuminating the ways in which mental wellbeing can be impacted – both negatively and positively – through common place experiences. Methods of creating holistic high-performance sports cultures along with common mental wellbeing influencers, such as parents, education, faith, injury and (de)selection are explored, as well as the ramifications of uncommon events on mental wellbeing, such as whistleblowing, legal disputes, psychological disorders and COVID-19. Drawing on this analysis, the book then proffers thought-provoking strategies for how the mental wellbeing of both athletes and staff can be understood, developed and supported, ultimately driving elite sport cultural transformation to put the person first and the athlete second. Each chapter presents the wellbeing experience from the vantage of the athlete or the wellbeing practitioner, followed by an academic unpacking of the situation. This makes the book a must read for students and researchers working in sport coaching, sport psychology, applied sport science or sport management, as well as practitioners interested in facilitating a duty of care for high performing athletes, and working in coaching, sport science support, athlete development programs, NGB policy and administration or welfare services.

Download or read book Cognitive Function Across a Competitive Season in Student athletes written by and published by . This book was released on 2015 with total page 360 pages. Available in PDF, EPUB and Kindle. Book excerpt: Student-athletes face the challenge of academic and athletic demands across their competitive season. Research has demonstrated that while athletes have positive mental health before and after the season, negative moods increase during peak training in response to repeated high-intensity exercise. A more complete picture of the psychobiological adaptation across a competitive season is lacking, specifically, little is known concerning how cognitive function is impacted. The purpose of this study was to characterize cognitive function (perceptions, performance and neural activity) in Division I collegiate rowers and to compare cognition, mood, stress and sleep with healthy student controls across a season. Participants included 43 rowers (22 female) and 23 (15 females) controls. Data were collected at baseline, typical training, peak training and recovery. Measurements included the Perceived Deficits (cognitive) Questionnaire (PDQ), Profile of Mood States (POMS), Perceived Stress Scale (PSS), Epworth Sleepiness Scale (ESS), salivary cortisol, performance (response accuracy and reaction time) and electroencephalography (event-related potentials, ERPs) during the Stroop color-naming task. Data were analyzed using 2 (group) x 4 (time) repeated-measures ANOVAs. Significant interactions were assessed using simple effects. Significant group by time interactions were observed for the PDQ (F = 3.27), total mood disturbance on the POMS (F = 4.32) and PSS (F = 3.19). No interactions were observed for performance on the Stroop task, resting cortisol or sleepiness. The pattern of the interaction was such that controls changed little over time while student-athletes had higher scores (indicating more impairment) at peak training compared to baseline. A significant interaction was also observed in N2 amplitude (negative going peak occurring 200ms after the event) during both congruent and incongruent trials of the Stroop task. Student-athletes did not change across testing times, but the controls had significantly larger (more negative) amplitudes at peak training and recovery compared to baseline suggesting that exercise and fatigue may be interacting to impact early stages of object and conflict recognition (N2) in a unique way in athletes. Fluctuations in cognitive function across a season have implications for academic and athletic performance, injury risk and baseline concussion testing.

Download or read book Student athlete Perception of Coaching Leadership Behaviors Influence on Mental Health Symptoms Associated with Anxiety Depression Suicidality and Substance Abuse written by Joan Elaine Thurston and published by . This book was released on 2017 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract Student-athletes are viewed as the epitome of health due to their physical appearance and talent set; however, it is their psychological health that needs significant attention (Etzel, 2006). Psychosocial stressors such as the pressures and demands of being a student and athlete as well as the demands and expectations of the coach have significant impact on the student-athlete's mental health and well-being (Beauchemin, 2014; Cleary et al., 2011; Lafrenière et al., 2011; Mageau & Vallerand, 2003; Watson, 2005). The purpose of this research is to investigate any correlation between student-athletes' perceptions of coaching leadership behaviors and the symptoms associated with disorders such as anxiety, depression, suicidality, and substance abuse. The Leadership Scale for Sport (Chelladurai & Saleh, 1980) and the Symptom Assessment Measure instruments are used in this study. An exploratory analysis determined the reliability and construct validity of the instruments. Thirty-three student-athletes from a non-football Division I university engaged in the study, with twenty-eight completing some or all portions of study. All participants are between the ages of eighteen and twenty-four. A linear regression analysis demonstrated no relation between the independent variable, student-athlete perception of coaching leadership behaviors and the dependent variable, symptoms associated with anxiety, depression, suicidal behavior, and substance abuse mental health disorders, (F=.52, p=.49, R2=.061, and Beta coefficient was -0.248). Gender differences is not determined due to the skewed sample consisting of eighty five percent female and fifteen percent male. Though the linear regression analysis indicates no relation between the dependent and independent variable, supplemental contextualization was given to additional questions asked on the Symptoms Assessment Measure. These findings provide evidence that student-athletes perceive that their coach's leadership behaviors do have influence on their mental health. This reinforces reports that coaches do wield power over their athletes and their influence is related to student-athletes' psychological well-being (Horn, 2008; Locke et al., 2012; Stebbings et al., 2012).

Download or read book The Relationship Between Psychological Climate and Individual Effort of Members of Division I College Athletic Teams written by Phillip Dillulio and published by . This book was released on 2015 with total page 98 pages. Available in PDF, EPUB and Kindle. Book excerpt: Athletes' effort is widely accepted to be a fundamental component of both their individual performance and the team's success (Giacobbi, Roper, Whitney, & Butryn, 2002). The purpose of this study was to examine the relationship between perceptions of psychological climate and self-reported effort. A modified version of the Psychological Climate Questionnaire (Spink, Wilson, Brawley, & Odnokon, 2013) and a self-report measure of effort was distributed to head coaches at 25 Division I athletic programs to share with their student-athletes. Data from 318 student-athletes, participating in 20 different sports, supported five of the six hypotheses in this study. An Exploratory Factor Analysis revealed five dimensions of psychological climate, which where then correlated with a composite score of individual effort. Specifically, perceptions of supportive management (r = .282), role clarity (r = .434), self-expression (r = .287), contribution (r = .428), and challenge (r = .338) were significantly related (p

Download or read book Exploring the Relationship Between Coaches Leadership Behaviours and Athletes Positive Developmental Outcomes and Negative Experiences in Canadian University Sport written by Scott Rathwell and published by . This book was released on 2017 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this dissertation was to a) examine the correlational relationships between Canadian university athletes' perceptions of coach leadership behaviours and their perceptions of positive developmental outcomes (e.g., life skills) and negative experiences related to university sport, and b) explore how coach leadership behaviours and the associated developmental outcomes and negative experiences were described by both coaches and athletes. Data for this dissertation were collected over four stages. In Stage One, an online survey was used to collect data from a pan-Canadian sample (n = 605) of university athletes. In Stage Two, semi-structured open-ended interviews were conducted with fifteen university athletes. In Stage Three, semi-structured open-ended interviews were conducted with fourteen university coaches. In Stage Four, an online survey was used to collect data from a second pan-Canadian sample of university athletes (n = 498). Five articles were written to address the purpose of this dissertation. In Article One, data from two pan-Canadian samples of athletes were used to modify and confirm a new measurement tool known as the University Sport Experience Survey (USES). The USES provides a reliable and factorially-valid instrument for measuring development in university sport. In addition, Article One provided the first operational definitions of the positive developmental outcomes and negative experiences that could be reliably and validly assessed in a university sport context. Article Two qualitatively explored athletes' perceptions of the developmental outcomes associated with their participation in university sport, as well as their perceptions of transfer. Results provided additional support for certain USES categories to be used for understanding positive development within the context of Canadian university sport programs. Further, results suggested university sport programs offer rich opportunities for developing skills, qualities, experiences, and relationships needed to become functioning members in our society. In Article Three, quantitative survey data were used to assess the cross-sectional relationships between athletes' perceptions of their coaches' leadership behaviours and outcomes from the USES. Coach leadership behaviours were conceptualized within the Full Range Leadership Model and assessed using the Multifactor Leadership Questionnaire. Findings showed that transformational coaching was generally related to positive developmental outcomes and inversely related to athletes' negative experiences in sport. Moreover, coaches' passive/avoidant behaviors were commonly related to athletes' negative experiences in university sport. Contrary to expectations, passive/avoidant coaching behaviors were also positively related with a number of positive developmental outcomes. Article Four qualitatively assessed athletes' perceptions of who they believed was responsible for their positive development within the university sport context. Athletes specified other athletes, the head coach, the coaching staff, and their parents as the people who influenced their positive development within the context of university sport. Notably, athletes felt they themselves were the ones who contributed the most to their own development. Article Five qualitatively explored coaches' perceptions of and strategies for fostering their athletes' positive development through university sport. The coaches believed there were inherent conditions surrounding university sport that facilitated positive development. However, the coaches maximized their athletes' development by establishing a support network, building team culture, and empowering their student-athletes by teaching them fundamental skills related to self and social regulation. Together, the five articles make novel theoretical and practical knowledge contributions to the field of positive development through sport, and set a precedence for positive development research in university sport, as well as other emerging adult sport contexts.

Download or read book Exploring Mental Health Help seeking Behaviors in Student athletes written by Geana R. Shemak and published by . This book was released on 2021 with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt: Introduction: Adolescents and young adults experience a high level of mental health conditions.These disorders appear to be increasing in number and severity. The prevalence rate for 18-25-years-olds is 8.7% in 12 months. Mental health conditions are treatable, yet many people do not seek professional help. Seeking help from a professional source is particularly important for preventing, early detection, treatment, and recovery from mental health conditions. Purpose: The purpose of this mixed-methods study is to demonstrate the prevalence of depression, explore student-athletes attitudes towards seeking mental health help, understand what factors may influence help-seeking behaviors, and explore the athlete's perceptions of the role that athletic trainers play in the assessment and referral process. Methods: An exploratory, concurrent mixed methods design was used. Survey data from the ATSPPH-SF and PHQ-9 were collected from collegiate student-athletes. A phenomenological approach will guide the qualitative research process. Semi-structured interviews will be audiotaped, transcribed, and analyzed using an interpretive thematic analytical approach. Study Participants: National Collegiate Athletic Association (NCAA) student-athletes participating at the Divsion III (DIII) level. Results: The prevalence of depression was almost 42% in the study population. There was no relationship between PHQ-9 scores and sex. Attitudes towards seeking help were generally positive. Females tend to have more favorable attitudes than males, but this finding was not statistically significant. There was no relationhship between PHQ-9 scores and ATSPPH-SF scores. Barriers to help-seeking included perceived seriousness, stigma, lack of time, accessibility, prefer to handle issues on own, and cost. Facilitators to help-seeking included perceived and nee-problems that were serious enough to warrant help and a supportive network. Clinical Importance: As we continue to address the mental health crisis, it is imperative to understand what prevents student-athletes from seeking professional psychological help and develop supportive programs to help them overcome these barriers. Certified athletic trainers, coaches, and other athletic personel need to understand the seriousness of untreated mental health conditions and be educated to recognize when an athlete may be struggling with issues beyond their control. Knowing when to refer a student-athlete to a professional is essential in preventing potential unnecessary and irreversible consequences.

Download or read book College Coaches Experiences Knowledge and Attitudes to Support Student Athlete Mental Health written by Cathy Osmers Rahill and published by . This book was released on 2020 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to develop a better understanding of college coaches' experiences with student-athlete mental health concerns, knowledge to address these concerns, and dispositions and attitudes toward student-athlete mental health. Although student-athlete mental health has been the subject of previous research, this is the first study to ask college coaches their perspectives on the topic. Data for the study were collected using a Web-based survey with a sample of college athletic coaches who coach male and female student athletes at Division I athletic programs in the Northeastern United States. The study's findings confirm coaches' concern and care for their student-athletes who experience mental health issues, and that coaches agree that their coaching role should include helping student-athletes who experience challenges. Coaches frequently and increasingly encounter student-athlete mental health issues and are actively engaged in helping to mitigate these issues. Coaches for women's athletic teams encountered student athletes with mental health disorders more frequently and experienced higher rates of stress related to student-athlete mental health than coaches for men's teams. Coaches reported high levels of stress and want more institutional support and an embedded mental health counselor within their athletic department. Overall, coaches embrace their roles as first responders to student-athletes struggling with complex mental health issues.

Download or read book Supporting Student Athlete Mental Health NCAA Division I Coaches Experiences Perceived Role and Barriers written by Kelsey Kinnamon and published by . This book was released on 2021 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt: The opportunity for coaches to play an important role in supporting student-athlete mental health has been increasingly identified (Biggin et al., 2017; Gulliver et al., 2013; Henrikson et al., 2020). Findings suggest that coaches have the potential to help identify athletes who may benefit from mental health services, as well as foster an environment supportive of mental health and help-seeking (Bapat et al., 2009; Bissett et al., 2020). Recommendations have been set forth regarding how coaches may best engage in their role of supporting mental health, however, the literature lacks evidence of what collegiate coaches are actually doing to support student-athlete mental health, what they perceive their role to be, and barriers they face in fulfilling that role. The present study used a generic qualitative approach to explore the experiences of nine National Collegiate Athletic Association Division I coaches in supporting student-athlete mental health. Coaches discussed engaging in a variety of supportive behaviors consistent with recommendations for coaches. However, it appears coaches may lack engagement in supportive behaviors that take place after a referral is made. Coaches perceived multiple roles in supporting student-athlete mental health and discussed a variety of barriers including lack of self-efficacy and insufficient resources. Results of this study can be used to inform future research aimed at designing mental health education resources for coaches.

Download or read book Stress in College Athletics written by Robert E Stevens and published by Routledge. This book was released on 2013-10-08 with total page 198 pages. Available in PDF, EPUB and Kindle. Book excerpt: Stress in College Athletics: Causes, Consequences, Coping addresses the causes and consequences of stress in college sports and offers effective coping mechanisms that will help individuals understand and control stressors and emotions in their environment. Athletic administrators, coaches, student athletes, parents of athletes, educators, and social and behavioral science researchers will benefit from this examination of what stress is, the different types of stress, and what factors can contribute to anxiety. Containing insight from hundreds of student athletes, coaches, and administrators, this vital book offers you proven research, clear explanations, and recommended suggestions that will enable you to cope with stress and not let it affect your job or your game. Examining how both males and females perceive stress, Stress in College Athletics explores developmental differences between the genders to explain the ways in which the two groups react to and deal with stress. Discussing the challenges that you deal with every day, this valuable book offers you several proven suggestions and methods to help reduce stress, including: Using coping techniques, such as physical exercise (other than the sport you play), recreational activities, muscle relaxation, biofeedback, and meditation Doing things for others and looking to your own spirituality in order to alleviate anxiety Eliminating factors such as fatigue and inferior health in order to avoid the negative emotions of jealousy, fear, and anger that can lead to tension and anxiety Learning how to relieve stress in your immediate environment (on the sidelines, in the audience, or during a test) through simple, effective, and inconspicuous exercises Adapting procedures for self-modification of behavior, such as identifying a behavior you want to change, thinking about the result of that behavior and how often it occurs, and reforming that conduct Through practical research, theories about stress and its causes and effects, and insight from peers, this excellent resource offers suggestions for further inquiry in the field of college athletics and stress. Complete and thorough, Stress in College Athletics will provide you with the necessary tools to help you create a personal stress management system that will improve your well-being in and out of the athletic forum.

Download or read book Perspectives on Athlete Centred Coaching written by Shane Pill and published by . This book was released on 2018 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Perspectives on Athlete-Centred Coaching offers an in-depth theoretical examination of player-focused coaching models, and provides professional guidance for practising coaches. Written by world-leading scholars and practitioners, this book offers the most comprehensive enquiry into this central area of coaching theory.