Well-being Of Student-athletes Research Articles

It Takes a Team—Enhancing Student-Athlete Health and Well-Being through an Interprofessional Approach

Student-athlete well-being is a key objective for individuals working with or for university athletic departments. This paper will describe how a university athletic department used a team approach to enhancing student-athlete health and well-being. The Interprofessional Education Collaborative (IPEC) Core Competencies of (1) Values and Ethics; (2) Roles and Responsibilities; (3) Communication; and (4) Teams and Teamwork provide a guiding framework for interprofessional collaboration. (IPC; Interprofessional Education Collaborative, 2023). However, significant barriers exist in implementing IPC in university athletic departments and little research exists on how to overcome these barriers in university athletic departments to enhance student-athlete wellness. To address this gap, this paper will first provide a review of the literature on athlete well-being, followed by an applied section that describes the experience of an interprofessional wellness team (IWT) consisting of a clinical sports psychology doctoral student, a licensed mental health professional, an athletic trainer, and a sports dietitian. A case vignette is used to demonstrate how IPEC core competencies are operationalized by the team to address athlete health and well-being through IPC. Recommendations on the further implementation of IPC centered around student-athlete well-being will be provided.

The Need for Sport Social Workers in College Athletics

College sports place significant pressure on student-athletes and necessitate the recognition and resolution of social, emotional, and environmental needs. To provide comprehensive support, the integration of social work professionals with sport expertise in college athletic departments is proposed. By encompassing mental health support, advocacy, and the resolution of challenges pertaining to well-being and identity, the application of social work principles provides student-athletes a well-rounded college athletic experience. Education and training for sport social workers are highlighted as crucial aspects for effectively navigating the complexities of college athletics. These specialized programs equip social workers with the necessary skills and knowledge to provide effective support to student-athletes. By considering their unique needs within the college context, sport social workers can contribute to the development and success of student-athletes. This article emphasizes the significance of addressing the well-being of student-athletes in college athletics through the integration of sport social work principles. In doing so, a supportive environment can be cultivated, promoting the student-athletes’ overall development and success. A focus on inclusivity and the application of social work principles in youth sports further highlights the broader impact that social work can have in addressing social issues.

‘Strength in Solitude? Investigating the potential effects of isolation on the performance and wellbeing of student athletes’

Following the global COVID-19 pandemic, the topic of isolation has been a lot more prevalent in society (Jukic et al., 2020, 8). People have described being negatively affected both mentally and physically as a result of suffering from isolation during the pandemic (Fancourt, Steptoe, & Bu 2021, Lancet Psychiatry, 8, 141-149). However, isolation has been something that a lot of people have faced well before Covid emerged (West, Kellner, & Moore-West, 1986, Comp Psychiatry, 27, 351-363). Research shows that people who suffer from loneliness described feelings of isolation and were more likely to seek help from mental healthcare organisations (West, Kellner, & Moore-West 1986, Comp Psychiatry, 27, 351-363). The aim of this research project is to develop a greater understanding of isolation, the meaning of isolation to different individuals and what effects it may have on an athlete’s performance or wellbeing. Previous research highlighted how susceptible students can be to suffering from isolation (Lim & Vighnarajah, 2018, SHS web of conferences, 53). It was suggested that greater awareness should be provided for isolation and how best to manage it. Lim & Vighnarajah (2018, Per Acad Soc Psych Dev) also found that a student’s needs should consider a broad range of influences, as every aspect can be linked to enhancing a students’ success in their education. As this research was conducted solely on students, it would be of interest to investigate what influence sporting participation could have on education, and vice versa. The effects of isolation will also be compared in both educational and sporting settings as well as what setting is more likely to onset isolation. The student athletes will are provided with an opportunity to describe how they cope with isolation and maintain high levels of performance.

Multidimensional impact of sport types on the psychological well-being of student athletes: A multivariate investigation

The correlation between sports participation and psychological well-being is well-documented, revealing a complex interplay influenced by competition level and cultural context. This is particularly relevant in Korea, where the university sports culture significantly impacts student life. This study evaluates how competitive versus non-competitive sports affect Korean university students' psychological well-being using a quantitative approach with SmartPLS 4 for multi-group analysis. Findings reveal that competitive sports significantly enhance mental toughness and stress management through structured coping mechanisms and robust social support, improving coping strategy effectiveness by 34 % compared to non-competitive sports. Conversely, participants in non-competitive sports experience greater general well-being with a 40 % higher use of informal support. These insights suggest that university sports programs could benefit from targeted interventions incorporating specific coping strategies and social support frameworks tailored to the competitive context. This research underscores the need for precise stress management techniques and resilience-building exercises in sports curricula to optimize psychological well-being across different sports environments in Korean universities.

Trait Courage, Attachment to God, and Mental Well-Being Among U.S. Collegiate Athletes.

In recent decades, scholars and practitioners alike have devoted increased attention to the psychological well-being of student-athletes. However, to date, far less research has examined the role of virtues, religion, and spirituality in contributing to well-being in student-athlete populations. In this study, we attempt to address these gaps by (a) assessing the association between trait courage, an understudied virtue in the sporting realm, and mental well-being, and then (b) considering how student-athletes' attachment to God might moderate the association between trait courage and depressive symptoms. Drawing on a sample of 415 student-athletes from the USA, regression results illustrate that courage was not significantly associated with lower depressive symptoms among student-athletes. However, a secure attachment to God appeared to function as a compensatory resource for student-athletes lacking in courage. On the contrary, athletes with low trait courage but who reported greater avoidant attachment to God reported greater depressive symptoms. Taken together, a more positive relationship with God could help provide athletes with lower trait courage a way to find meaning and strength that helps them with emotion-regulation strategies to deal with the pressures within and beyond their sport. This study clearly shows that greater attention should be paid to the religious and spiritual development of student-athletes.

Beyond the scoreboard: school-based sport experiences and high school student-athlete well-being

ABSTRACT With an estimated seven million high school student-athletes in the United States participating in school-based sports each year, opportunities exist to examine how recent changes in education and sport are affecting this generation of student-athletes. The COVID-19 pandemic, school cancelations, and emergent trends related to recruiting, name, image, and likeness policies, sport specialization, academic pressures, and adolescent mental health concerns are current factors influencing school-based sports. To examine associations between the United States education and sport environment and student-athlete well-being, this qualitative study sought to understand the experiences of high school student-athletes in this era of sport. Seven focus groups were conducted with 50 high school student-athletes in diverse school districts in one large Midwestern state. Emergent themes indicated structural, contextual, and psychosocial factors are shaping student-athlete experiences and affecting multiple domains of their well-being. Notably, student-athletes overwhelmingly wanted to perform at high levels as they returned to school and sport as COVID-19 restrictions were lifting, yet felt they were struggling to meet these demands. Findings contribute to an important conversation about the needs of high school student-athletes in the United States and can inform future interventions, coach training programs, and school policies.

"Exploring The Nexus: Examining the Relationship between Academic Support and the Well-Being of Student-Athletes"

This study aims to examine the strategies employed by student-athletes to efficiently allocate their time between sports training, competitions, and academic obligations and. These themes encompassed various aspects such as time management and separation, the conviction in the advantages of physical activity, the implementation of structured daily routines, the establishment of goals and training plans, the delicate balance between work and rest, the cultivation of a positive attitude and adaptability, the effective utilization of spare time, the prioritization of interests and courses, the importance of teamwork and collaboration, the pursuit of continuous learning and improvement, the value of feedback and communication, and the optimization of training time. The results underscore the significance of support services, such as study skills help, tutoring, and mentorship, in attaining academic achievement and fostering the well-being of student-athletes. Furthermore, the research highlights the distinct cognitive and affective difficulties encountered by student-athletes as a result of the demands associated with managing their sports endeavors alongside their scholarly obligations. The use of efficient time management and goal planning has been identified as crucial strategy for efficiently achieving a balance between academic pursuits and sporting commitments. Moreover, the research underscores the importance of social cohesion among sports teams in augmenting the holistic welfare of student-athletes. The findings also demonstrate the wide range of spiritual well-being and self-care behaviors seen among student-athletes, highlighting the need of acknowledging and valuing these variations in order to promote their overall well-being.

Increasing Psychological Well-Being Through Role Awareness Training Among Student-Athletes in National Potential Young Athlete Training Center

Objective: In response to the problem of the dual career of student-athletes during quarantine resulting in a psychological well-being crisis. This study aims to assess the effect of role awareness training developed to improve the psychological well-being of student-athletes. The study aims to determine the effect of role awareness training on psychological well-being in student-athletes at the National Potential Young Athlete Training Center. Method: A quantitative experimental method with a pretest-posttest control group design was used. The subjects of this research were 24 athletes of the National Young Athlete Training Center. Sampling is done with a saturated sample, where all population members become a sample. Data was obtained through pretest and posttest using a psychological well-being instrument that contains 42 items. JASP (Jeffrey’s Amazing Statistics Program) for Windows software was used to analyze the data used in the study. The data analysis technique used was the independent sample t-test. Results: The results showed that role awareness training can guide athletes in improving psychological well-being. Novelty: In response to the problem of the dual career of student-athletes during quarantine resulting in a psychological well-being crisis. This research concludes that role awareness training influences psychological well-being in student-athletes.

Recovery Phase Nutrition and Insulin Strategies for a Collegiate Distance Runner with Type 1 Diabetes Mellitus: A Case Study.

There is scant published research regarding nutrition and insulin strategies for athletic performance in collegiate distance runners with type 1 diabetes mellitus (CDRT1). Acute carbohydrate supplementation (CHOsup) and insulin reduction used to minimize hypoglycemia during exercise may result in deteriorated glycemic control post exercise in CDRT1. The present case study of a CDRT1 investigated outcomes associated with a moderate-carbohydrate (ModCHO) diet and 24 h insulin adjustment during recovery phases for improved glycemic control and reduced use of acute strategies. During an 8-day period, a female CDRT1 followed a ModCHO (~4 g/kg/day) nutrition program. Recovery phase adjustments to insulin doses were made using an equation developed to estimate reduced insulin needs post exercise, as a function of exercise intensity and duration. Daily training was performed in the fasted state at 6:00 a.m. and included additional exercise strategies to reduce glycemic variability when needed. Daily blood glucose time-in-range (TIR) and use of CHOsup were assessed. Athlete well-being was determined using the Student-Athlete Well-Being Scale (SAWS)TM at baseline, and days 1, 3, and 7. Throughout the 8-day period, mean TIR increased (77% versus < 50%) and the magnitude of glycemic excursions decreased (~3.8-15 versus ~3.0-26 mmol/L) relative to a prior comparison period. Minimal pre-exercise CHOsup was employed and CHOsup during exercise was not required. Additionally, the athlete achieved a new lifetime best in the 5000 m run and maintained positive well-being. The present case study provides examples of recovery phase strategies (i.e., ModCHO diet and 24 h insulin adjustments) that may support glycemic control and athletic performance in CDRT1 and provides potential considerations for nutrition and insulin strategies for use by athletes and coaches.

Exploring the Athletic Identity, Anxiety, and Mental Health of Division II Collegiate Athletes in the COVID-19 Era

The COVID-19 pandemic has had serious implications on the health and well-being of student-athletes. The present study explored the athletic experiences of NCAA Division II college athletes during the competitive hiatus caused by the pandemic, as well as in their return to sport participation. Twenty male and female student-athletes from a variety of sports (freshman = 2, sophomores = 4, seniors = 9, and graduate = 5) participated in semistructured interviews to explore how the pandemic affected their athletic identity, anxiety, and mental health. Through the use of thematic content analysis, the following major themes were identified: (a) influence of COVID on athletic identity, (b) increased anxiety during COVID, (c) social aspects of sport participation, and (d) factors that influence mental health. Findings indicated a combination of positive and negative effects on the athletic identity, anxiety, and mental health and well-being of student-athletes.

Call It an "Evolution": Promoting Student-Athlete Well-Being During the Transition From Collegiate Sport.

After highly publicized stories of student-athletes' struggles with mental health, the spotlight on mental health and well-being in this special issue coincides with a broader growing concern for the long-term impact of competitive sport participation on student-athlete health and wellness. The end of a competitive sport career represents a potentially vulnerable life transition. As demonstrated in the literature, the unique aspects of elite sport culture shape student-athletes' perceptions of their identity, health, and health behaviors, which have implications for how student-athletes navigate their health and well-being as they transition away from the embedded health care structure inherent to elite sport. Given evidence indicating that student-athletes may face mental and physical health concerns after retirement from sports, targeted transitional strategies are needed to provide patient-centered care in this population. In this article, we briefly summarize current understanding of sport transition and highlight some key findings from studies conducted by the contributing authors' research groups exploring the impact of sport career transitions on student-athlete well-being. We also reflect on limitations of the existing research and transition models and, in turn, propose potential directions for adopting a nuanced and multidimensional framework to explore interconnected transition domains. We conclude by offering recommendations for sports medicine professionals to consider in future research, programming, and policies to promote student-athletes' holistic well-being through this critical transition.

Attachment to God, Contingent Self-Worth, and Mental Health Outcomes in U.S. Collegiate Athletes.

Scholars and practitioners have recently devoted increased attention to the psychological well-being of student-athletes. However, sparse research has examined the role of religion/spirituality in well-being in athletic populations. In a sample of U.S. collegiate athletes (N = 415), the present study assessed how the divine relationship, measured by attachment style to God, associates with depressive and anxiety symptoms in a sample of collegiate student-athletes, as well as the mediating role of contingent self-worth based on the approval of others in this process. Results show that secure attachment to God is associated with fewer mental illness symptoms, whereas avoidant and anxious attachment to God are associated with greater mental illness symptoms. Contingent self-worth based on others' approval partially mediates each of these associations. Implications for the religion and health literature and sport practitioners are discussed.

Improving collegiate student-athletes' well-being: exploring the roles of openness to experience, knowledge sharing and perceived coaching effectiveness.

Collegiate student-athletes often encounter various stressors stemming from academic study and athletic training, which can potentially have negative effects on their well-being. This study investigates how collegiate student-athletes' openness to experience and their engagement in knowledge sharing influence their well-being, as well as the moderating role of perceived coaching effectiveness. To examine these relationships, we propose and test a conceptual framework using an online survey conducted among collegiate student-athletes from a southeastern province of China. The participants consisted of 484 collegiate student-athletes who voluntarily participated in the study. We used regression analysis and mediation analysis to test the proposed relationships among the variables. Openness to experience has a positive impact on knowledge sharing (β = 0.552, p < 0.05); knowledge sharing with peers positively affects collegiate student-athlete well-being (β = 0.415, p < 0.05) and mediates the relationship between openness to experience and collegiate student-athlete well-being (β = 0.086, p < 0.05). Perceived coaching effectiveness positively moderates the relationship between openness to experience and knowledge sharing (β = 0.170, p < 0.05). Our study contributes to the collegiate student-athlete literature by shedding light on the factors that influence their well-being, with insights that bear important managerial implications for universities and coaches.

Student athlete well-being framework: an empirical examination of elite college student athletes.

The current study proposes a multidimensional student athlete well-being framework (SAWBF). The authors used 12 items to capture SAWBF comprised of four well-being dimensions (i.e., physical, hedonic, psychological, and social well-being). To empirically assess the reliability and validity of the framework, data from elite collegiate student athletes in Japan (N = 546) were procured. The results indicated sufficient convergent and discriminant validities of SAWBF. The authors also assessed predictive validity correlations of the framework by focusing on the oft-supported well-being outcome-organizational citizenship behavior, which were also found to be associated with SAWBF. The findings indicated the usefulness of SAWBF; and coaches and staff members can utilize the framework to multi-dimensionally understand well-being status of their student athletes, potentially boosting adaptive behaviors.

Virtual reality-based tabata training: a professional method for changing levels physical fitness and psychological well-being on student-athletes

Background and Study Aim. Physical fitness and psychological well-being of student-athletes had decreased significantly and became the main problem in this study. This study aims to investigate the effect of virtual reality-based Tabata training to increase the level of physical fitness and psychological well-being through a mixed method.&#x0D; Material and Methods. This study used a mixed method. The participants involved in this study were student-athletes (n=40) at Singaperbangsa Karawang University (Indonesia). Quantitative instruments used to measure physical fitness include 20 m shuttle run, 30 m sprint run, horizontal jump and leg dynamometer. While the qualitative instrument used to measure student-athlete perceptions through in-depth interviews for 30 minutes. Quantitative statistical analysis through IBM SPSS was used to find the mean and standard deviation. Independent samples t-test was used to test the difference in values between the experimental and control groups before and after the experiment. Meanwhile, the Paired samples t-test was used to investigate the effect of this training, both in the experimental and control groups. Qualitative statistical analysis was carried out qualitatively thematically, namely the results of in-depth interviews were coded and categorized into three themes.&#x0D; Results. There were several finding in quantitative research. First, there was no difference in physical fitness or psychological well-being between the experimental and control groups before the experiment (p&gt;0.05). Second, there were differences in the values of physical fitness and psychological well-being between the experimental and control groups after the experimental program (p&lt;0.05). Third, there was a significant effect in the experimental group on the level of physical fitness and psychological well-being (p&lt;0.05) and the control group also showed an effect on changes in physical fitness and psychological well-being but smaller than the experimental group (p&lt;0.05). In Qualitative research, student-athletes provided positive perceptions about virtual reality-based Tabata training which was easy, efficient and effective, fun and encouraged them to be more active. Negative perceptions were not all student-athletes and universities were equipped with virtual reality facilities. It must carried out in a location or place that was completely safe or far from vehicles.&#x0D; Conclusions. Our mixed study confirms that virtual reality-based Tabata training had positive effect to change the level of physical fitness and psychological well-being among student-athletes.

The quadripartite approach to passion in sport: a prospective and cross-domain analysis with intercollegiate student-athletes

ABSTRACT We tested if distinct combinations of harmonious passion and obsessive passion for sport were associated with outcomes within sport, academics, and in one’s life. We analysed data from the Student-athlete Well-being and Achievement Project (SWAP), a study in which intercollegiate student-athletes (N = 298) completed assessments of harmonious and obsessive passion at the start of a season, and assessments of performance, experiences, and satisfaction in sport, academics, and in life at the end of a season. Results showed that high harmonious passion combined with low obsessive passion (i.e., pure harmonious passion) was most often associated with the most adaptive outcomes, whereas high obsessive passion combined with low harmonious passion (i.e., pure obsessive passion) was associated with the least adaptive outcomes. These results build on previous research with recreational athletes [Schellenberg, B. J. I., Verner-Filion, J., Gaudreau, P., & Mbabaali, S. 2021. The two dimensions of passion for sport: A new look using a quadripartite approach. Journal of Sport & Exercise Psychology, 43(6), 459–476. https://doi.org/10.1123/jsep.2021-0048] by showing the benefits of pursuing competitive sport with high harmonious passion, especially pure harmonious passion.

Mental Health Resources for NCAA Student-Athletes

Alyssa Williams, the Student-Athlete Advisory Committee (SAAC) president at Oak Grove University (OGU), wants to meet with the assistant athletic director after conversing with the Student-Athlete Advisory Committee group dedicated to student-athlete well-being. Alyssa meets with Dr. Nora Coleman to discuss how student-athletes want more resources to support mental health conditions at Oak Grove University. Dr. Coleman agrees and asks Alyssa to readdress the Student-Athlete Advisory Committee group so they can identify the mental factors affecting them and to compare and contrast using internal and external resources. After finding this information, Alyssa will have a follow-up meeting with Dr. Coleman to make a proposal and address the university’s athletic board.

Athletic disruptions caused by the COVID-19 pandemic negatively affect high school student-athletes social-emotional well-being.

To examine whether high school student-athletes who experienced more COVID-19 disruptions had increased anxiety, increased dejection, increased anger, decreased excitement, and decreased happiness as measured by the validated Sports Emotion Questionnaire (SEQ). During the COVID-19 pandemic high school student-athletes faced disruptions which resulted in cancelation of competitions, reduced in-person training sessions, and quarantine of athletes. The impact of these disruptions on the mental health and well-being of student-athletes is unknown. An anonymous cross-sectional online survey was electronically distributed to high school student-athletes in one school district during the spring of the 2020 to 21 academic year. Basic demographic questions, sport information, and personal and team disruptions were collected. Multivariate linear regression was used to assess correlation between each emotional domain on the SEQ with independent variables such as personal or teammate quarantines, cancelations, season, sport gender, indoor or outdoor location, and level of competition. 125 surveys were returned representing 28 different sports. Student-athletes who were personally quarantined (22.4%) during their athletic season experienced greater dejection (β = 0.78, P = .003) and greater anger (β = 0.78, P = .005). Those with teammates quarantined (61.6%) experienced more anxiety (β = 0.30, P = .048). Spring sports, which faced fewer restrictions, were associated with less anger (β = -0.48, P = .048). Student-athletes who were directly affected by COVID-19 disruptions experienced increased anxiety, more dejection, and more anger. Public health authorities and school districts should minimize disruptions to athletic participation using established COVID-19 safety protocols to avoid causing harm to athletes' social-emotional well-being. If athletics must be disrupted, student-athletes should receive wellness support and virtual or remote training options.

The impact of the COVID-19 pandemic on physical activity, life satisfaction, anxiety, stress perception and coping strategies in student-athletes: A comparison between Belarus and Poland-countries with a different approach of anti-pandemic measures.

More than two years of the COVID-19 pandemic has changed lives of people around the world and had a profound impact on the field of sports. This has resulted in decreased physical activity (PA) and changes in mental health. The goal was to assess self-reported physical activity, life satisfaction, perceived stress, choice of coping strategies and their correlations among student athletes from two neighboring countries facing different anti-pandemic strategies. Cross-sectional surveys using standardized questionnaires: International Physical Activity Questionnaire-Short Form (IPAQ-SF), Satisfaction With Life Scale (SWLS), State-Trait Anxiety Inventory (STAI), Perceived Stress Scale (PSS-10), and Coping Orientation to Problems Experienced (Mini-COPE) to compare 600 students from Physical Education and Sports departments of universities in Belarus (n = 333), where restrictions were found to be less stringent than in neighboring Poland (n = 267). Minor differences in physical activities between both countries indicate that student athletes have adapted fairly quickly and found ways to keep their PA at a fairly high level. Nevertheless, higher PA was reported in the group of student athletes from Belarus. PA levels correlated with life satisfaction, anxiety and stress levels. Female students from Poland reported lower satisfaction with their lives. Their perception of stress was twice as high as that of their Belarusian counterparts. The most common coping strategy in both groups was active coping. Polish respondents less frequently used strategies of avoiding problems and seeking outside support. The level of physical activity and well-being of student athletes are associated with increased mental health and coping with stress. They also contribute to prevention of affective disorders during the COVID-19 pandemic. Moreover, it is dependent on the country's anti-pandemic policies.

The Impact of COVID-19 outbreak on the mental wellbeing of student-athletes and non-athlete students in a university in Ghana

Research suggests that major disruptions to one’s life can have negative effects on their mental wellbeing. The novel coronavirus disease (COVID-19) pandemic has caused psychological distress in various contexts of human life. Cancellation of sporting events and transition of courses to primarily online platforms can have significant impact on the lives of university student athletes during the COVID-19 pandemic, hence increasing their risk of poor mental wellbeing and loneliness. The present study aimed at determining the mental wellbeing of student-athletes in a certain university in Ghana during the COVID-19 pandemic. This descriptive cross-sectional study recruited a total of 200 participants (102 student-athletes and 98 non-athlete students). Mental wellbeing of participants in terms of depression, anxiety and stress was assessed using the Depression, Anxiety and Stress Scale (DASS-21). Statistical analysis of data revealed significant difference between the mean scores of athletes and non-athletes for all mental health variables under consideration; depression, anxiety and stress (p