Self-reported Mental Health Measures among Incoming Collegiate Student-Athletes who had SARS-COVID-19.

BACKGROUND: COVID-19 survivors may experience persistent neuropsychological disruptions such as lower satisfaction with life (SWLS), depression, and anxiety. While student-athletes are at low risk for severe COVID complications, the effect of COVID on mental health remains to be elucidated. OBJECTIVE: Compare patient-reported mental health outcomes for incoming collegiate athletes who did (COVID+) and did not (COVID-) have COVID-19. METHODS: 79 COVID+ (79/178, 44.4%, 18.90±0.16 years) and 99 COVID- (99/178, 55.6%,18.95±0.16 years) completed SWLS, anxiety (HADS anxiety, STAI), depression (HADS depression). Unadjusted One-way ANOVAs were conducted across all patient-reported outcomes. ANCOVAs were conducted to determine the interaction of COVID history, sex, and race/ethnicity on outcomes. Post-hoc Bonferroni testing was performed to determine specific differences between groups. Chi-square analyses were used to compare the number of athletes who met the standard of clinical cut points for both groups. RESULTS: We observed a significant difference between groups for HADS depression (p=0.047), whereby athletes in the COVID+ group had significantly higher depression ratings (2.9±0.3). There was a significant group difference for SWLS (p=0.019), HADS anxiety (p=0.003), and STAI state anxiety (p=0.014) such that SWLS, HADS anxiety, and trait anxiety was higher for the COVID+ group in the adjusted model. Post-hoc testing revealed that COVID+ females had significantly worse HADS anxiety (p=0.011) and STAI trait anxiety (p=0.002). There were no significant differences in the percentage of responses below established diagnostic thresholds between groups. CONCLUSIONS: Incoming collegiate student-athletes who reported prior COVID diagnosis reported significantly higher depression scores suggesting clinicians may need to be aware of the potential need to intervene with appropriate mental health identification and referral. However, it was encouraging that most participants, regardless of prior COVID diagnosis, had mental health scores that did not exceed established diagnostic threshold values.

'Legs feed the wolf': An evolutionary perspective on psychosocial stress, physical activity, and their associations with telomere length in NCAA student-athletes and non-athletes

Psychosocial stress negatively impacts our mental and physical health, predisposing us to illness, worsened mental health, and accelerated aging. Conversely, regular physical activity, such as exercise and sports training, positively impacts our health. These opposing effects are intriguing because psychosocial stress and physical activity were inextricably linked throughout human evolution. Large populations of humans have only recently begun transitioning into more sedentary lifestyles, uncoupling psychosocial stress from physical activity. Improving our understanding of these two factors and their interactions will, in turn, improve our understanding of the mechanisms through which psychosocial stress impacts health in both modern and ancestral human populations.My dissertation examines whether physical activity moderates the association between psychosocial stress and capillary blood telomere length in NCAA student-athletes and their non- athlete counterparts in the general student population. My first paper develops an in-depth comparison of psychosocial stress in these two groups using a suite of psychosocial stress surveys and an adapted cognitive interview protocol. Student-athletes (N=65) reported lower levels of current perceived stress and anxiety symptoms (p<0.05) but similar levels of childhood psychosocial stress, recent exposure to external stressors, and depressive symptoms compared to non-athletes (N=57). My second paper utilized self-report and objective measures of physical activity (i.e., accelerometry) to compare physical activity patterns in these groups. Student- athletes (N=60) both self-reported higher levels of physical activity and recorded higher levels of activity via accelerometry (p>0.001) compared to non-athletes (N=50). Interestingly, categorical measures of activity levels (i.e., time spent in moderate-to-vigorous physical activity) identified Rowers as the most active among student-athletes, but continuous measures of activity levels (e.g., total physical activity level) identified Track and Field athletes as the most active (p>0.05 for both comparisons).My third and final paper tested whether higher physical activity weakened the association between childhood psychosocial stress and telomere length estimated from capillary blood collected on Hemaspot HF devices (N=111). Telomeres are DNA sequences that protect the ends of chromosomes. They shorten with cell replication, age, and oxidative stress, leading to functional decline with age and worsened health outcomes. Importantly, psychosocial stress is thought to accelerate TL shortening. My a priori analyses did not support a direct association between psychosocial stress, physical activity, or the interaction of these variables and telomere length. However, a post hoc analysis found that individuals who recorded higher total physical activity demonstrated a positive association between childhood psychosocial stress and telomere length (i.e., higher childhood stress predicted longer telomeres) while individuals who recorded lower total physical activity had a negative association (i.e., higher childhood psychosocial stress predicted shorter telomeres).My results do not offer explicit support for the hypothesis that physical activity moderates the effects of psychosocial stress on telomere length. However, my project adds to the literature in at least several ways. It produced a novel and much-needed comparison of psychosocial stress between NCAA student-athletes and non-athletes. It illustrated and validated several data collection techniques for psychosocial stress and physical activity. Further, my telomere findings offer an exciting direction for the future exploration of psychosocial stress- physical activity interactions. Lastly, this work improves our overall understanding of NCAA student-athletes' mental and physical health and how their unique circumstances intersect with the ongoing effects of the COVID-19 pandemic. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

College student athlete versus nonathlete mental and social health factors during the COVID-19 pandemic.

Objective: This study investigated differences in stress, anxiety, and social support between collegiate student-athletes and nonathletes during the COVID-19 pandemic. Participants: College students enrolled at a NCAA Division III private liberal arts college in the Midwest. Methods: Participants (n = 58) completed a series of surveys each month for 4 months that included the Generalized Anxiety Disorder Questionnaire, Perceived Stress Scale Questionnaire, and Multidimensional Scale of Perceived Social Support Questionnaire. Results: There were significant main effects of time for stress and social support across the 4 months (p < 0.05), but not for anxiety. There was a significant difference in anxiety levels between athletes and nonathletes (p < 0.01), but not for social support or stress (p > 0.05). Conclusions: Nonathletes maintained support networks, or found alternate outlets of support, in addition to coping with anxiety and stress levels when compared to athletes.

The impact of COVID-19 on identity formation, coping, and college transition of NCAA greek student-athletes

The spread of Covid-19 has been a disruptive force on society, wreaking unprecedented havoc on people's daily lives. This unwelcomed disruption has mirrored elements of forced transition, bringing psychological symptoms and the psychosocial impact previously seen in athletes whose athletic careers are unexpectedly terminated by injury, deselection, or another similar traumatic event. For International Student-Athletes (ISA), the transition to college is a period marked by multiple challenges since they have to adjust to a new academic, athletic, social, and cultural environment. Covid-19, perceived as a significant transition, hit the first-year ISAs while going through the traditional process of transitioning to college. This study explored the perceptions of Greek student-athletes who experienced the Covid-19 transition during their first year of college in the United States. Aspects of subjective well-being and identity formation were assessed. Using the Consensual Qualitative Research methodology (CQR), findings suggest that studying and playing at a competitive level was the top motivation for Greek ISAs to pursue a degree in the United States. The American experience favorably impacted Greek ISAs (e.g., maturity, open-mindedness, professionalism), while the compulsory athletic restriction and social isolation during the Covid-19 outbreak posed additional psychosocial challenges. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

'Pain that hides': Poetic envisionment and the impact of COVID-19 on a runner's final college season

When one college athlete's final track season is canceled due to COVID-19, he returns to his family farm to process a lost season with poetry. The author examined how a senior college athlete from the Midwest communicated the impact of COVID-19 on his final season of competition while quarantined on his family farm through envisionment building [Langer, J. A. (2015). Envisioning knowledge: Building literacy in the academic disciplines. Teachers College Press] during poetic inquiry sessions [Faulkner, S. L. (2019). Poetic inquiry: Craft, method and practice. Routledge;Fitzpatrick, K. (2017). Poetry, poiesis and physical culture. In M. Silk, D. Andrews, & H. Thorpe (Eds.), Routledge handbook of physical cultural studies (pp. 515-527). Routledge;Richardson, L. (1992). The consequences of poetic representation: Writing the other, writing the self. In C. Ellis & M. G. Flaherty (Eds.), Investigating subjectivity: Research on lived experience (pp. 125-140). Sage;Richardson, L. (2000). Writing: A method of inquiry. In N. Denzin & Y. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 923-948). Sage;Sparkes, A., & Smith, B. (2011). Inhabiting different bodies over time: Narrative and pedagogical challenges. Sports, Education and Society, 16(3), 357-370]. The poetry read and written during the final four weeks of the spring 2020 collegiate sports season shows the athlete moving across Judith Langer's envisionment stances with authors of sports-themed poetry as guides in revisiting memories, people, and themes of a college sports career. The findings highlight the potential benefits of reading and writing poetry as athletic identity exploration. The author encourages athletic directors, coaches, and athletes to consider using poetic inquiry as an arts-based method to support student-athletes negotiating critical events, relationships, and identity that include cognitive and affective dimensions of sport. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

A narrative exploration into the intersection of Division I Black student-athlete environment, identity, and mental health

The study examined narrative counter-stories of 10 Division I Black student-athlete experiences at the intersection of race, gender, sport activism, and mental health while attending predominantly White institutions (PWIs) in the Midwest amid ongoing racial and social injustices throughout the United States. The theoretical frameworks utilized throughout the literature and study were critical race theory, intersectionality, and the ecological perspective, which highlighted gaps in the literature, research, policies, procedures, initiatives, and support systems in place for Division I Black student-athlete environment, identity, and mental health.The sample consisted of participants who are Black student-athletes currently competing an NCAA Division I PWI in the Midwest. Purposeful and snowball sampling strategies were intentionally chosen to effectively recruit a population that is historically harder to reach. The participant's counter-story and analysis followed individual interview analysis and a group analysis through the lens of Fraser?s (2004) data analysis phases, both CRT and intersectionality frameworks, and the ecological perspective.Findings from the critical race qualitative narratives suggested there are gaps in adequately supporting Division I Black student-athletes attending PWIs in the Midwest. Furthermore, the participants did not feel acknowledged or validated yet felt somewhat supported. Participants acknowledged challenges including racism, microaggressions, and added pressures at the intersection of race, gender, sport, and advocacy. Division I Black female student-athletes reported adding gender identity to the intersection of race, sport, and activism added another layer of challenges, although those challenges also served as a motivational force to be the representation that is needed throughout PWIs and athletics departments.The experiences of the Division I Black student-athlete attending PWIs in the Midwest are unique and complex in nature. There were several limitations associated with this study including limited generalizability, sampling issues, geographical location, data collection compromise due to time and space (i.e., COVID, virtual zoom platform), and some researcher bias despite effort. Aligning with the argument that there is not a one size that fits all nor experience, the findings from the study cannot be generalizable experiences of Black student-athletes across sport participation types, institutional contexts, academic performance levels, or one's overall mental health and well-being. The review and study served as a baseline for future studies concluding with implications for Black student-athletes, the NCAA, member institutions, athletic administrators, and counselor educators and helping professionals to better support Division I Black student-athlete identity, mental health, and well-being at PWIs in the Midwest. Furthermore, concluding how environment needs to be considered when considering better ways of supporting Division I Black student-athlete mental health. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Athletic trainers' understanding of the psychology and cultural competency of athletes: The first-string defense

When a collegiate athlete becomes injured, their firstline of defense is to see their university's Athletic Trainer (AT). ATs are considered major stakeholders in the overall health of athletes. Because of their job nature and the level of interactions they have with athletes, ATs are more likely to have a level of trust with their athletes that would encourage them to speak up during distress that may impact their mental health. In the age of the COVID-19 pandemic and the uprise in discussion of racial injustice, athletes are not immune to the stress the pandemics present and may impact their athletic performance. ATs may have to address this stress in their care with athletes. Understanding sports psychology and utilizing cultural competency training is important when working with athletes. Previous research suggests ATs feel competent in their psychological skills training and find themselves to be culturally competent. However, they would like to have more opportunities to receive post-professional training in psychological skills. The purpose of this study is to assess ATs' (both currently practicing and students) attitudes regarding psychological skills training as part of their education to treat athletes, their attitudes regarding receiving post-certification training in psychological skills, and attitudes towards cultural competency training. A survey was disseminated to 2000 student and currently practicing ATs that are current members of the National Athletic Training Association (NATA). This survey consisted of demographic questions, several Likert-style questions to assess for opinions of training, and the Cultural Competency Assessment (CCA) to evaluate cultural competency behaviors, awareness, and sensitivity when working as a healthcare provider. Out of 2000 participants, only 116 student and practicing ATs opened the survey and 91 total participants were used in the final calculations. Overall, participants continued to endorse a need for more post-certification training. As well, 81% of total participants perceived themselves in a neutral/negative light when asked if they were adequately trained in sports psychology. Twenty-one individuals said they did not receive training in sports psychology during their graduate training and a majority stated they wished they had received that training. Conversely, more total participants believed they were adequately trained in cultural competency skills. However, more practicing ATs perceived themselves in a negative manner when asked if they had been adequately trained in cultural competency. This study continues to iterate the want from ATs for more post-certification training in sports psychology and cultural competency skills. To assist in this need, psychologists who are experts in these areas may consider assisting in training these healthcare professionals. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Block and tackle or interfere: Student-athletes identities & well-being

Athletic and academic identities among college student-athletes have been identified as important determinants of their academic achievement, career preparation, and sport termination. However, less is known about how these two identities, independently or simultaneously may be related to student-athletes' overall (e.g., levels of optimism and happiness) or sport-wellbeing (e.g., satisfaction with one's sport performance). To this end, the purpose of the study was to examine how student-athletes' academic and athletic identities are associated with their overall and sport well-being in a U.S. national sample of 241 Division I student-athletes. I also examined whether the relationship between these two identities and well-being would be moderated by the student-athletes' year in school, gender, or race. Because this study took place during the second wave of the COVID-19 pandemic (Summer of 2020), I also explored whether interruptions to school and sport activities due to the pandemic would also affect student-athletes reported overall and sport well-being. Results showed a significant positive relationship between academic identity and overall well-being, and a negative relationship between athletic identity and sport well-being. Additionally, year in school and race were significant correlates of sport well-being, with lowerclassmen student-athletes (first- and second-year students) and White student-athletes reporting higher levels of sport well-being than their counterparts. Race and gender were also significant predictors of overall well-being. Specifically, male student-athletes and White student-athletes reported higher levels of overall well-being than student-athletes identifying as female or as a person of color. Finally, results also indicated that COVID-19 were negatively associated with participants' overall and sport well-being. However, the relationship between academic nor athletic identity and well-being (i.e., overall, sport well-being) were not moderated by self-reported rage, gender, year in school, or COVID-19 interruptions. After a review of the current literature and its limitations, findings and implications for practice with student-athletes are discussed. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Examining the influence of mindset skills on athletic success and happiness of college football players

Building on recent research in high performance mindsets and their correlation to high performing people in the workplace, academic success as well as athletic performance, this study aimed to examine the happiness of high performing people. This study examines the relationship between the noncognitive skills of self-awareness, self-discipline, internal locus of control with sport performance, growth mindset and happiness of college football players during the COVID-19 pandemic school year. Participants were 99 undergraduate college football players from four different private universities within the United States. The results indicated that year in school predicted athletic performance. The mindset skills of intrinsic motivation, grit, and hope will help student athletes to stay in their athletic programs which in turn will lead to a higher level of performance. Student athletes that trust the process and remain in the program longer will have a greater likelihood of higher athletic achievement. Year in school along with internal locus of control predict growth mindset among participants. Self-awareness and internal locus of control were significant predictors of happiness amongst participants. College athletes and college students in general need learning opportunities in the mindset skills of self-awareness and internal locus of control. These mindset skills will help them balance their busy lives, maintain a growth mindset and be happy. Curriculum around these mindset skills needs to continue to be developed and tested for effectiveness. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Triple grief cycle of cancelled events: The emotional crisis aftermath

Purpose: The coronavirus (COVID-19) pandemic response is not only devastating nations and economies across the globe but it is also severely disrupting the event industry, with government and health authorities forcing many events to be postponed or cancelled. The purpose of this study is to investigate the prospective attendees' emotional responses to cancelled events. This study draws upon grief cycle theory to articulate different layers of the grief process in the event domain of inquiry. Design/methodology/approach: The National Collegiate Athletic Association basketball tournament was selected as the research context. Taking user-generated messages from Twitter, this study first performed content analysis to organize lexical patterns into categories and higher-order themes based on the grief cycle. It also performed social network analyses using UCINET to illustrate how different grief phases are inter-related. Findings: Results not only point to attendees' self-expression manifested through a continuum of denial, anger, bargaining and acceptance but they also reveal a three-layer hierarchy of grief, namely, event-related, socio-politics-related and crisis-related. The network analysis further illustrates how grief phases are tied into a complex network of grief messages. Originality/value: This study advances the event literature by improving knowledge about attendees' emotional responses to cancelled events. It increases our understanding of the grieving process in the aftermath of COVID-19. The proposed triple grief cycle helps advance the literature by showcasing how voices from prospective attendees represent three pillars of grief hierarchy. The findings also underscore the emotional crisis of the COVID-19 aftermath. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Experiences of black student athletes in the advent of the COVID-19 global pandemic: a qualitative study

On January 30, 2020, the World Health Organization (WHO) declared the outbreak of the novel coronavirus (COVID-19) a public health emergency of international concern. In March 2020, the United States government imposed impactful safety and confinement measures issued by the Centers for Disease Control and Prevention (CDC) all over the country to prevent community transmission of COVID-19. Institutions of higher education rapidly transitioned to online learning and eliminated in-person engagements in the spring of 2020 as a result of the COVID-19 outbreak. The National Collegiate Athletic Association (NCAA) followed a similar trajectory by shutting down all athletic activities due to the global pandemic. While college students in general notably experienced increased pandemic related distress and mental health concerns (e.g., depression, anxiety) during the early stages of the global pandemic, the disruption of collegiate sport competitions and seasons uniquely and significantly impacted collegiate student athletes and their overall well-being. In this qualitative study, I sought to document and understand the narrative of Black student athletes' experiences of stress and coping during the first two months of the COVID-19 global pandemic and cancellation of collegiate sports. Through reflexive thematic analysis, I found that psychosocial resources such as avoidance, acceptance, mindful self-compassion, health and wellness, and social support, emerged as important coping skills for the athletes in the present sample. Practical implications for athletes, coaches, support staff, mental health providers, and administrative leaders within college athletics are identified and discussed. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

How U.S. college athletes manage COVID-19 related uncertainty

Emerging adulthood is a period rife with uncertainty, even prior to COVID-19. Research suggests college athletes may be better adept at managing COVID-related challenges. Thus, we interviewed 16 U.S. college athletes to better understand their experiences related to uncertainty and uncertainty management. We found college athletes, who had to balance both academics and sports, experienced uncertainty related to health, academics, interpersonal relationships, and careers. Using the lens of uncertainty management theory (UMT), we found most college athletes viewed uncertainty negatively, attempting to reduce it via seeking social support and information, establishing schedules, and protecting against COVID. However, others learned to adapt to ambiguity by controlling what they could control and focusing on COVID's positives. By adapting, college athletes were able to build resilience, informing strategies other emerging adults can use not only to navigate a global pandemic, but the unexpected challenges and adversity inherent in emerging adulthood. © 2023 Informa UK Limited, trading as Taylor & Francis Group.

Athletic trainers' understanding of the psychology and cultural competency of athletes: The first-string defense

When a collegiate athlete becomes injured, their firstline of defense is to see their university's Athletic Trainer (AT). ATs are considered major stakeholders in the overall health of athletes. Because of their job nature and the level of interactions they have with athletes, ATs are more likely to have a level of trust with their athletes that would encourage them to speak up during distress that may impact their mental health. In the age of the COVID-19 pandemic and the uprise in discussion of racial injustice, athletes are not immune to the stress the pandemics present and may impact their athletic performance. ATs may have to address this stress in their care with athletes. Understanding sports psychology and utilizing cultural competency training is important when working with athletes. Previous research suggests ATs feel competent in their psychological skills training and find themselves to be culturally competent. However, they would like to have more opportunities to receive post-professional training in psychological skills. The purpose of this study is to assess ATs' (both currently practicing and students) attitudes regarding psychological skills training as part of their education to treat athletes, their attitudes regarding receiving post-certification training in psychological skills, and attitudes towards cultural competency training. A survey was disseminated to 2000 student and currently practicing ATs that are current members of the National Athletic Training Association (NATA). This survey consisted of demographic questions, several Likert-style questions to assess for opinions of training, and the Cultural Competency Assessment (CCA) to evaluate cultural competency behaviors, awareness, and sensitivity when working as a healthcare provider. Out of 2000 participants, only 116 student and practicing ATs opened the survey and 91 total participants were used in the final calculations. Overall, participants continued to endorse a need for more post-certification training. As well, 81% of total participants perceived themselves in a neutral/negative light when asked if they were adequately trained in sports psychology. Twenty-one individuals said they did not receive training in sports psychology during their graduate training and a majority stated they wished they had received that training. Conversely, more total participants believed they were adequately trained in cultural competency skills. However, more practicing ATs perceived themselves in a negative manner when asked if they had been adequately trained in cultural competency. This study continues to iterate the want from ATs for more post-certification training in sports psychology and cultural competency skills. To assist in this need, psychologists who are experts in these areas may consider assisting in training these healthcare professionals. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

The impact of COVID-19 on identity formation, coping, and college transition of NCAA greek student-athletes

The spread of Covid-19 has been a disruptive force on society, wreaking unprecedented havoc on people's daily lives. This unwelcomed disruption has mirrored elements of forced transition, bringing psychological symptoms and the psychosocial impact previously seen in athletes whose athletic careers are unexpectedly terminated by injury, deselection, or another similar traumatic event. For International Student-Athletes (ISA), the transition to college is a period marked by multiple challenges since they have to adjust to a new academic, athletic, social, and cultural environment. Covid-19, perceived as a significant transition, hit the first-year ISAs while going through the traditional process of transitioning to college. This study explored the perceptions of Greek student-athletes who experienced the Covid-19 transition during their first year of college in the United States. Aspects of subjective well-being and identity formation were assessed. Using the Consensual Qualitative Research methodology (CQR), findings suggest that studying and playing at a competitive level was the top motivation for Greek ISAs to pursue a degree in the United States. The American experience favorably impacted Greek ISAs (e.g., maturity, open-mindedness, professionalism), while the compulsory athletic restriction and social isolation during the Covid-19 outbreak posed additional psychosocial challenges. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Block and tackle or interfere: Student-athletes identities & well-being

Athletic and academic identities among college student-athletes have been identified as important determinants of their academic achievement, career preparation, and sport termination. However, less is known about how these two identities, independently or simultaneously may be related to student-athletes' overall (e.g., levels of optimism and happiness) or sport-wellbeing (e.g., satisfaction with one's sport performance). To this end, the purpose of the study was to examine how student-athletes' academic and athletic identities are associated with their overall and sport well-being in a U.S. national sample of 241 Division I student-athletes. I also examined whether the relationship between these two identities and well-being would be moderated by the student-athletes' year in school, gender, or race. Because this study took place during the second wave of the COVID-19 pandemic (Summer of 2020), I also explored whether interruptions to school and sport activities due to the pandemic would also affect student-athletes reported overall and sport well-being. Results showed a significant positive relationship between academic identity and overall well-being, and a negative relationship between athletic identity and sport well-being. Additionally, year in school and race were significant correlates of sport well-being, with lowerclassmen student-athletes (first- and second-year students) and White student-athletes reporting higher levels of sport well-being than their counterparts. Race and gender were also significant predictors of overall well-being. Specifically, male student-athletes and White student-athletes reported higher levels of overall well-being than student-athletes identifying as female or as a person of color. Finally, results also indicated that COVID-19 were negatively associated with participants' overall and sport well-being. However, the relationship between academic nor athletic identity and well-being (i.e., overall, sport well-being) were not moderated by self-reported rage, gender, year in school, or COVID-19 interruptions. After a review of the current literature and its limitations, findings and implications for practice with student-athletes are discussed. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

A narrative exploration into the intersection of Division I Black student-athlete environment, identity, and mental health

The study examined narrative counter-stories of 10 Division I Black student-athlete experiences at the intersection of race, gender, sport activism, and mental health while attending predominantly White institutions (PWIs) in the Midwest amid ongoing racial and social injustices throughout the United States. The theoretical frameworks utilized throughout the literature and study were critical race theory, intersectionality, and the ecological perspective, which highlighted gaps in the literature, research, policies, procedures, initiatives, and support systems in place for Division I Black student-athlete environment, identity, and mental health.The sample consisted of participants who are Black student-athletes currently competing an NCAA Division I PWI in the Midwest. Purposeful and snowball sampling strategies were intentionally chosen to effectively recruit a population that is historically harder to reach. The participant's counter-story and analysis followed individual interview analysis and a group analysis through the lens of Fraser?s (2004) data analysis phases, both CRT and intersectionality frameworks, and the ecological perspective.Findings from the critical race qualitative narratives suggested there are gaps in adequately supporting Division I Black student-athletes attending PWIs in the Midwest. Furthermore, the participants did not feel acknowledged or validated yet felt somewhat supported. Participants acknowledged challenges including racism, microaggressions, and added pressures at the intersection of race, gender, sport, and advocacy. Division I Black female student-athletes reported adding gender identity to the intersection of race, sport, and activism added another layer of challenges, although those challenges also served as a motivational force to be the representation that is needed throughout PWIs and athletics departments.The experiences of the Division I Black student-athlete attending PWIs in the Midwest are unique and complex in nature. There were several limitations associated with this study including limited generalizability, sampling issues, geographical location, data collection compromise due to time and space (i.e., COVID, virtual zoom platform), and some researcher bias despite effort. Aligning with the argument that there is not a one size that fits all nor experience, the findings from the study cannot be generalizable experiences of Black student-athletes across sport participation types, institutional contexts, academic performance levels, or one's overall mental health and well-being. The review and study served as a baseline for future studies concluding with implications for Black student-athletes, the NCAA, member institutions, athletic administrators, and counselor educators and helping professionals to better support Division I Black student-athlete identity, mental health, and well-being at PWIs in the Midwest. Furthermore, concluding how environment needs to be considered when considering better ways of supporting Division I Black student-athlete mental health. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Examining the influence of mindset skills on athletic success and happiness of college football players

Building on recent research in high performance mindsets and their correlation to high performing people in the workplace, academic success as well as athletic performance, this study aimed to examine the happiness of high performing people. This study examines the relationship between the noncognitive skills of self-awareness, self-discipline, internal locus of control with sport performance, growth mindset and happiness of college football players during the COVID-19 pandemic school year. Participants were 99 undergraduate college football players from four different private universities within the United States. The results indicated that year in school predicted athletic performance. The mindset skills of intrinsic motivation, grit, and hope will help student athletes to stay in their athletic programs which in turn will lead to a higher level of performance. Student athletes that trust the process and remain in the program longer will have a greater likelihood of higher athletic achievement. Year in school along with internal locus of control predict growth mindset among participants. Self-awareness and internal locus of control were significant predictors of happiness amongst participants. College athletes and college students in general need learning opportunities in the mindset skills of self-awareness and internal locus of control. These mindset skills will help them balance their busy lives, maintain a growth mindset and be happy. Curriculum around these mindset skills needs to continue to be developed and tested for effectiveness. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The perceptions of academically underachieving, gifted, elite male athletes: A grid and group interpretation

This qualitative case study examines the perceptions of three elite collegiate athletes and compares their parallel journeys through the school system and their sports programs. Douglas' (1982) theoretical framework is used to identify characteristics in each of the four social relations: fatalist, hierarchical, individualist, and egalitarian. Three research questions were developed to better understand the circumstances and motivation that produce students that underperformed in the classroom and excelled on the practice field. These questions are: how do academically underachieving, gifted, elite male athletes identify on the grid group map in terms of their experiences in the classroom and the practice field;how do academically underachieving, gifted, elite male athletes perceive an ideal culture within a classroom and practice field;and what are the perceived differences between what academically underachieving, gifted, elite male athletes are experiencing versus their imagined culture of an ideal situation? This study used Douglas' (1982) grid and group topology as a map to analyze hundreds of pages of narratives and survey data. This four-phase study was completed October 2020 (in the year of Covid-19). Narrative data from three male participants consisted of 60 volgs, a focus group, 60 surveys, and multiple individual interviews. Criteria for acceptance into the study was being male, having a high school grade point average of less than 2.3, having a standardized test score in the top 20%, being actively recruited by an NCAA Division I team, and currently playing a sport in college. Three culturally diverse players, from a Midwest community college baseball team, participated in this study. Findings from the study indicated that over time, all three participants passed in-and-out through all of Douglas' four social relations. In the school setting, lack of control, mistrust of the teacher, and overt teacher prejudices drew the participants into a fatalistic relation with the teacher and the school system. On the practice field, the hopelessness of the fatalist relation was mostly non-existent. The participants thrived in the individualistic and hierarchical relations, taking responsibility for their actions and coming together as a team for a collaborative purpose. Overall, the participants would like the school culture to mirror the athletic culture regarding choice and trust. One of their needs for both the classroom and the practice field was to have an open, fear-free space to learn from the teacher or coach, and also to learn from each other. One implication for a sports related practice includes a tool used to determine a coaches' ability to be humble and to accurately assess the effectiveness of their own coaching skills;determine the degree with which they receive and reflect on criticism;and their ability to trust in the players' agency to cultivate and make other players better. Another implication of the study is a "modern day" study table developed by and for student-athletes. Further implications in the classroom are for school leaders and teachers to use a form of Harris' (2005) grid and group protocols and key strategies to understand which social relation their school culture identifies with and to reflect on how the fatalist social relation corrupts the system. Lastly, the need for local school districts to understand that gifted programming is an overall engagement tool, not an add-on but a needed component woven within the current curriculum. Leaders at all levels should promote funding from the local, state, and federal levels. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Collegiate athletes' motivational styles and athlete satisfaction in team sports

The purpose of this quantitative correlational study was to examine if, and to what extent, there is a correlation between athletes' motivational styles (Intrinsic, External, Identified, Introjected, Integrated, and Amotivated) and the individual performance construct of athletes' satisfaction within a two-year university system in the Western United States. The theoretical framework for assessing the correlation between athletes' motivational styles and satisfaction is self-determination theory (SDT). Six research questions addressed correlations between athletes' motivational styles of Intrinsic, External, Identified, Introjected, Integrated, and Amotivated, and the individual performance construct of athletes' satisfaction. The sample included 28 university student athletes who play team sports within a two-year university system in the Western United States. The dataset included Sport Motivation Scale (SMS-II) and Athlete Satisfaction Questionnaire (ASQ) instruments, which both collected data within a single online system: Survey Hero. Due to COVID-19, the research study site was shut prematurely. Therefore, a low number of responses was collected from participants. A Kendall's tau-b correlational analysis showed significant evidence to accept the null hypothesis and conclude there was no association between Intrinsic tb = 0.262, External tb = -0.012, Identified tb= 0.114, Introjected tb = 0.23, Integrated tb= 0.068, and Amotivated tb = 0.075 motivation and athletes' satisfaction (M = 14.89;SD = 4.59). A post hoc analysis was then performed on each research question and concluded there is at least a 90.7% chance of committing a Type-II error. The results may not fit the general population across other states.Keywords: Athletes' satisfaction, motivational styles, self-determination theory. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The relationship of the COVID-19 pandemic, physical activity and the mental health of NCAA collegiate baseball players

The COVID-19 pandemic could pose many issues expanding beyond the direct effects of those infected with the disease. One adverse effect of the pandemic could be on mental health. While there have been many studies attempting to identify possible effects on mental health, there is no current research identifying its presence. Physical activity is one potential variable that could influence mental health, as available research shows a strong relationship. NCAA collegiate baseball athletes are a population where these effects should be investigated, especially as the prevalence of mental health conditions continue to rise. The purpose of this study was to investigate the relationship of the COVID-19 pandemic, level of physical activity, and the mental health of NCAA collegiate baseball players. A cross-sectional, survey-based design was created to achieve this purpose. Current mental health was evaluated in a questionnaire and change in physical activity across three time periods (current [March 2021-April 2021], September 2020-December 2020, April 2020-August 2020) were compared to a reference period of September 2019-December 2019. A total of 19 subjects participated in this study with 16 complete responses, resulting in an average age of 20.58 +/- 1.66 yrs. Subjects reported symptoms of mental health conditions/topics, with an increase in those currently experiencing anxiety (50%), depression (33%), sleep issues (61%), and energy level concerns (61%) compared to available research. Subjects level of physical activity remained mostly the same across all three time periods. Proportion of subjects reporting a mental health condition/topic did not show a statistically significant relationship with the proportion of subject participation in various levels of physical activity. Future research should continue investigating the relationship of mental health and physical activity in relation to the pandemic and the importance of establishing a baseline mental health survey. (PsycInfo Database Record (c) 2022 APA, all rights reserved)