Effects of hours of sleep on ImPACT concussion testing: comparing baseline with postinjury scores.

OBJECTIVE: The influence of sleep on baseline and postconcussion neurocognitive performance prior to Immediate Post-Concussion Assessment and Cognitive Testing (ImPACT) is poorly understood. Since ImPACT is widely used in youth sport to assess neurocognitive performance before and after head injury, it is important to delineate factors that affect testing performance. While some have reported correlations between fewer hours of sleep and lower scores on baseline tests, others have not observed any such associations. Therefore, the authors sought to compare the relationship between sleep and neurocognitive performance on ImPACT at both baseline and postinjury. METHODS: The authors queried a database of 25,815 ImPACT tests taken from 2009 to 2019 by athletes aged 12-22 years. There were 11,564 baseline concussion tests and 7446 postinjury concussion ImPACT tests used in the analysis. Linear regression was used to model the effect of sleep on baseline and postconcussion ImPACT scores adjusting for sex, age, learning disability, attention-deficit/hyperactivity disorder, number of prior concussions, number of games missed, and strenuous exercise before testing. RESULTS: Mean composite scores expectedly were all significantly lower in the post-head injury group compared with the baseline group. In the multivariable analysis, at baseline, hours of sleep significantly affected symptom scores (ß = -1.050, 95% CI -1.187 to -0.9138; p < 0.0001). In the postinjury multivariable analysis, verbal memory (ß = 0.4595, 95% CI 0.2080-0.7110; p = 0.0003), visual memory (ß = 0.3111, 95% CI 0.04463-0.5777; p = 0.0221), impulse control (ß = -0.2321, 95% CI -0.3581 to -0.1062; p = 0.0003), and symptom scores (ß = -0.9168, 95% CI -1.259 to -0.5750; p < 0.0001) were all affected by hours of sleep. CONCLUSIONS: Hours of sleep did not alter neurocognitive metrics at baseline but did have an impact on post-head injury metrics. These findings suggest that individuals may be able to compensate for lack of sleep at baseline but not immediately after concussion. Concussions may reduce cognitive reserve or detract from the brain's resources, making sleep even more important for proper neurocognitive functioning postconcussion. Future work will analyze the effects of sleep on postconcussion test performance.

Prevalence of and Contributors to Food Insecurity among College Athletes: A Scoping Review.

Given the financial demands of attending college, the transition to new living situations, abrupt changes in social support, and overall lifestyle adjustments, college students are at an increased risk of food insecurity (FI) compared to the general population. Collegiate athletes experience an even greater risk of FI as a result of greater time commitments and energy demands associated with their sports. This heightened vulnerability poses a tremendous threat to student-athletes' academic and athletic achievements. This study aims to address the prevalence and primary determinants of FI among collegiate athletes while providing potential solutions to navigate and alleviate the effects of diminished food security among this demographic. To address these aims, a total of 18 articles were selected from both peer-reviewed and gray literature. The U.S. Household Food Security Survey Module (US-HFSSM) survey tools were predominantly utilized across universities throughout the United States to gather data on FI. Student-athletes reported experiencing FI across various regions of the United States, including universities in the northeastern states (n = 5), the southwest region (n = 3), the southeast region (n = 3), the northwest (n = 1), and the Midwest (n = 1). Overall, FI prevalence rates ranged from 9.9% to 65%, and the most significant contributors included limited financial resources, time management, meal plans, and housing location/amenities. These findings highlight a need for screening, education, and interventions to address FI among collegiate athletes.

Depression, anxiety, and suicidal behaviors in a large-scale national survey of student athletes versus non-athlete college students: risk and protective factors.

OBJECTIVE: This study investigates the prevalence and risk factors of internalizing disorders and suicidal behaviors in student-athletes and their non-athlete peers. PARTICIPANTS: The sample consisted of 223,226 college students (69,404 student-athletes [31.09%]) who participated in the NCHA-ACHA II survey (Fall 2015-2018). METHODS: Items from the NCHA-ACHA II were used to assess severity of depression, anxiety, and suicidal behaviors. Chi-squared Test of Independence and multinomial logistic regressions were used to examine self-reported internalizing symptoms, previous diagnosis, previous use of mental health resources, and suicidal behaviors within student-athletes and non-athletes. RESULTS: Findings indicated high rates of internalizing symptoms. Student-athletes, both varsity and intramural/club, displayed decreased odds of internalizing symptoms, self-reported mental health diagnosis, and suicidal behaviors. CONCLUSIONS: This study with a national sample expands previous studies showing concerning rates of mental health difficulties, student-athletes demonstrated lower odds. These findings highlight the importance of further research and need for targeted intervention within this population.

Early morning sport scheduling is associated with poorer subjective sleep characteristics in British student-athletes.

This study presents the sleep characteristics of British student-athletes and examines the relationships between sport scheduling and time demands on sleep outcomes. Student-athletes (n = 157, 51% male) completed the Pittsburgh Sleep Quality Index (PSQI), Epworth Sleepiness Scale (ESS), and the Sleep Hygiene Index (SHI). Self-reported sleep characteristics on weekdays and weekends, weekly frequencies of early morning and late evening sport sessions, and academic-related and sport-related time demands were also collected. Questionnaires revealed a high prevalence of undesired sleep characteristics including poor sleep quality (global PSQI >5 in 49.0%) and low sleep durations on weekdays (25% reporting <7 h). Paired t-tests revealed significant differences in bedtime, waketime, sleep duration, and sleep onset latency between weekdays and weekends (all p < 0.01). Hierarchical regression analyses indicated that early morning sport frequency was a significant predictor of PSQI (ß = 0.30) and SHI (ß = 0.24) global scores, weekday waketimes (ß = -0.17), and weekday sleep durations (ß = -0.25; all p < 0.05) in models adjusted for participant characteristics. Late evening sport frequency, and academic-related and sport-related time demands, were not significant predictors of any sleep outcome. Adjusting sport scheduling to avoid early start times could provide a means to improve sleep outcomes and may improve sporting performance and academic attainment.

Evaluation of a student pharmacist approach to NCAA substance education for student athletes.

BACKGROUND AND PURPOSE: The National Collegiate Athletic Association (NCAA) requires schools to provide anti-doping education to student athletes. The purpose of this project was to assess the effectiveness of student pharmacist-led education on NCAA student athletes' knowledge of banned supplements and nutritional/dietary supplements. EDUCATIONAL ACTIVITY AND SETTING: Student athletes at one Midwest public university were provided a 20-min educational presentation on banned substances and nutritional and dietary supplements delivered by two student pharmacists. Student athletes were invited to complete a knowledge assessment at baseline and after the presentation. The assessment consisted of two demographic questions and 13 knowledge questions. FINDINGS: Two hundred thirty-three student athletes provided matched pre- and post-intervention data for analysis. There was an increase in the mean knowledge scores (13 points maximum); 9.8 (75%) before and 11.1 (85%) after the intervention. Student athletes gained more knowledge in the topic areas of stimulant medications and identification of credible drug sources. They gained less knowledge in the topic area of anabolic steroid use. SUMMARY: Student pharmacist-led education resulted in statistically significant increases in student athlete knowledge of banned substances and nutritional/dietary supplements. The educational presentation is adaptable and easily transferable to other universities. Schools of pharmacy should consider implementing student pharmacist-led education to student athletes to meet NCAA education requirements.

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.

Lived experiences of UAAP Season 84 and NCAA Season 97 student-athletes in their bubble set-up training during the COVID-19 pandemic: A research protocol

Background@#The COVID-19 pandemic has greatly affected the sports industry, postponing events worldwide. To adapt to the situation, athletes have been forced to train at home. Bubble training was introduced to provide a safe and conducive training environment while adhering to government health protocols. However, concerns have emerged regarding the set-up’s implementation.@*Objective@#The study aims to explore the lived experiences of UAAP Season 84 and NCAA Season 97 student-athletes who underwent bubble training.@*Methods@#The study will employ a qualitative phenomenological approach based on Seligman's Well-Being Theory. A purposive sampling technique will be used to recruit at least seven eligible student-athletes. Data will be collected through on-site or online interviews using a semi-structured interview guide to reveal a narrative of the student-athletes' bubble training experiences, common themes, and patterns. Deductive thematic analysis approach will be used with the help of the NVivo software program.@*Expected Results@#This study is expected to develop themes from the daily bubble training routines, habits, coping strategies, and perceived thoughts and feelings of Filipino collegiate student-athletes, regarding their emotions, engagement, relationships, meaning, and achievement in bubble training. This may provide insights to the government, educational institutions, and athletic associations on possible comprehensive guidelines if they plan to implement bubble training when the need arises.

The roles of readiness and dosage in predicting outcomes of a mindful sport performance enhancement intervention with U.S. college student-athletes.

Research suggests that Mindfulness- and Acceptance-Based Interventions (MABIs) can impact sport performance and performance-relevant factors, though questions remain regarding when and for whom MABIs are effective. Specifically, inquiries into intervention engagement (i.e., dosage), potentially impacted by participant readiness, are needed. The present study utilized a non-randomized control group design with U.S. collegiate athletes to investigate MABI effects. Four teams from two universities in the Appalachian region (N = 57) engaged in Mindful Sport Performance Enhancement (MSPE) interventions during their offseason or pre-season training period. Participants were assessed on flow, psychological distress, mindfulness, emotion regulation difficulties, life satisfaction, readiness to practice mindfulness, attitudes toward sport psychology, and sport performance and enjoyment. Mindfulness dosage was measured weekly via self-report. Compared to controls, initial MSPE participants reported reductions in depressive symptoms and emotion regulation difficulties, and improvements in self-rated sport performance; at 6-week follow-up, initial MSPE participants reported significant increases in mindfulness and sport enjoyment, in addition to sustained reductions in emotion regulation difficulties. Pre-intervention readiness was not associated with changes across the intervention, though higher post-intervention readiness was associated with improvements in mindfulness, life satisfaction, and sport enjoyment. Higher post-intervention readiness was also associated with significantly more engagement (i.e., dosage), though no evidence indicated that dosage moderated the relationship between readiness and outcomes. These data suggest that post-intervention readiness may impact long-term engagement in mindfulness practice, and that pre-intervention readiness may not be an accurate indicator of engagement in or outcomes of an MABI with athletes.

The Efficacy of a Mental Skills Training Course for Collegiate Athletes.

CONTEXT: Psychological skills training improves performance in athletes. However, few studies have looked at the efficacy and satisfaction of mental skills training programs for collegiate athletes. OBJECTIVE: We aimed to evaluate satisfaction of collegiate athletes with a 6-session mental skills course, and to assess changes in mental toughness and coping skills before and after the course. DESIGN: Prospective cohort study following collegiate female athletes through a 6-session mental skills course. SETTING: Division 1 collegiate athletic teams. PATIENTS/PARTICIPANTS: 54 Division I female athletes (mean age =19.8) participated in the program and 42 (77.7 %) completed pre-course assessments, which subsequent evaluations were matched to. MAIN OUTCOME MEASURES: The Athletic Coping Skills Inventory (ACSI, range=0-84) and Mental Toughness Index (MTI, range=8-56) assessed coping skills and mental toughness pre-course, immediate post-course and 4-month post course. Satisfaction was assessed on a 10-point scale. RESULTS: For participants with paired pre- and immediate post-course data (n=37, 68.5%), MTI scores improved by a mean 2.6 points (95% CI=1.1-4.1; p=0.001) and ACSI scores improved by a mean 4.0 points (95% CI=0.6-7.4; p=0.02). At four-month follow-up (n=25, 46.2%), no change was detected from pre-course in mean MTI score (p=0.72), but there was a significant increase of 3.4 points in mean ACSI (95% CI=0.4-6.4; p=0.03). Overall satisfaction had a median score of 9/10 (IQR, 8-10) at post-course, and eighteen participants (48.6%) shared positive free-text comments regarding course delivery, content, and impact. No negative feedback was reported. CONCLUSIONS: Mental toughness and coping skills scores significantly improved at post-course assessment, with coping skills scores maintaining their effect at four months. The improvements identified spark the question of the potential impact of mental skills training programs when studied in larger athlete populations or over more sustained periods of time. Athletes reported being highly satisfied with course content and reported overall positive experiences.

Development and validation of the Ukrainian version of the Academic and Athletic Identity Scale (AAIS-UA).

The aim of this study was to translate, adapt, and evaluate the psychometric properties of the Academic and Athletic Identity Scale - Ukrainian Version (AAIS-UA). This scale comprises 11 items designed to measure academic identity and athletic identity in college students participating in sports. The translation process involved a committee approach with two proficient scholars who are native to Ukraine and skilled in both Ukrainian and English languages. The validity and reliability of the AAIS-UA were examined using two datasets with a total of 268 collegiate student-athletes in Ukraine. The results demonstrated the validity and reliability of the AAIS-UA, indicating its usefulness as a valid and reliable tool for assessing academic and athletic identity among Ukrainian-speaking adults.•Student-athletes face responsibility of being a successful student and a successful athlete, which often results in strong identities in both domains. Given the need for a reliable tool to assess academic and athletic identity in the Ukrainian language, this study focused on translating and validating the Ukrainian Version of the Academic and Athletic Identity Scale (AAIS-UA).•The Academic and Athletic Identity Scale - Ukrainian Version (AAIS-UA) consists of 11 items, with five items designed to measure academic identity and six items designed to measure athletic identity.•The AAIS-UA is a valid and reliable tool for assessing academic identity, athletic identity, or both among college students and/or athletes who are proficient in the Ukrainian language.

Baseline ImPACT Composite Scores in Student-Athletes With Attention-Deficit/Hyperactivity Disorder.

BACKGROUND: Athletes who are diagnosed with attention-deficit/hyperactivity disorder (ADHD) are at increased risk of concussion compared to other athletes. Immediate Post-Concussion Assessment and Cognitive Testing (ImPACT) is a widely used concussion tool, but it relies on pre-injury baseline testing that can be affected by psychiatric conditions. This research aims to determine if there are differences in pre-injury testing composite scores in student-athletes with ADHD compared to those without ADHD diagnosis. METHODS: We obtained 11,563 pre-season ImPACT assessments of 7,454 student-athletes (ages: 12-22) from 2009 to 2019. After exclusions, there were 6,920 control and 276 ADHD subjects. Multivariable linear regression analyses compared the independent effect of ADHD on the six ImPACT composite score metrics with Bonferroni correction for multiple comparisons with a = 0.008. RESULTS: Univariate analyses indicated ADHD is associated with more symptoms as measured by the Post-Concussion Symptom Scale (PCSS) (ß = 2.67, 95% CI: 1.47-3.87, p < .0001) and worse Impulse Control scores (ß = 0.93, 95% CI: 0.33-1.53, p = .002). In multivariate analysis, this association was the same for symptom score (ß = 2.48, 95% CI: 1.22-3.74, p < .0001), but Impulse Control was not significantly different after multiple comparison adjustment (ß = 0.87, 95% CI: 0.22-1.15, p = .009). CONCLUSIONS: The ADHD subjects reported worse symptoms at baseline and had worse Impulse Control in univariate analysis, but not multivariate analysis. These results can further guide clinicians in concussion diagnosis and test interpretations for student-athletes with ADHD, considering the symptom burden at baseline.

Preliminary Examination of Guardian Cap Head Impact Kinematics Using Instrumented Mouthguards.

CONTEXT: Guardian Caps (GCs) are currently the most popular external helmet-add on designed to reduce the head impact magnitude experienced by American football players. GCs have been endorsed by influential professional organizations, however few studies evaluating the efficacy of GCs are publicly available. OBJECTIVE: The objective of this study is to present preliminary on-field head kinematics data for NCAA Division I American football players using instrumented mouthguards through closely matched pre-season workouts both with and without GCs. DESIGN: Case Series. SETTING: The study took place during the 2022 American football pre-season. PATIENTS OR OTHER PARTICIPANTS: 25 Male NCAA Division I student-athletes participating in American football completed some portion of the 6 workouts included in this study. Of the 25 total participants, 7 completed all 6 workouts using their instrumented mouthguards. MAIN OUTCOME MEASURE(S): The peak linear acceleration (PLA), peak angular acceleration (PAA) and total impacts were collected using instrumented mouthguards (iMG) during 3 pre-season workouts using traditional helmets (TRAD), and 3 with Guardian Caps used in additional to a traditional helmet (GC). The TRAD and GC values for PLA, PAA and total impacts were analyzed using ANOVAs. RESULTS: There was no significant difference between the collapsed mean values for the entire sample between TRAD and GC for PLA (TRAD=16.3±2.0, GC=17.2±3.3Gs; p=0.20), PAA (TRAD=992.1±209.2, GC=1029.4±261.1rad/s2; p=0.51 and the total amount of impacts (TRAD=9.3±4.7, GC=9.7±5.7; p=0.72). Similarly, no difference was observed between TRAD and GC for PLA (TRAD=16.1±1.2, GC=17.2±2.79Gs; p=0.32), PAA (TRAD=951.2±95.4, GC=1038.0±166.8rad/s2; p=0.29 and total impacts (TRAD=9.6±4.2, GC=9.7±5.04s; p=0.32) between sessions for the7 repeated players. CONCLUSIONS: These data suggest no difference in head kinematics data (PLA, PAA and total impacts) when GCs are worn. This study suggests GCs may not be effective in reducing the magnitude of head impacts experienced by NCAA Division I American football players.

Increased anxiety and depression among collegiate athletes with comorbid ADHD and history of concussion.

BACKGROUND: Attention Deficit Hyperactivity Disorder (ADHD) is prevalent among student-athletes when compared to the general population. Mental health disruptions (i.e., depression or anxiety) are common among student-athletes, and risk of experiencing depressive and anxious symptoms may be even greater among student-athletes that have incurred concussion. OBJECTIVE: To examine the influence of pre-existing ADHD and history of concussion on mental health in collegiate student-athletes. DESIGN: Retrospective cross-sectional study. SETTING: National Collegiate Athletic Association Division-I (NCAA) athletics. PATIENTS: Between 2010 and 2017, student-athletes at a Southeastern NCAA Division-I institution were surveyed as part of a Performance, Health, and Wellness Program. Analyses were conducted using a sample of 324 student athletes (212 female) with either a prior diagnosis of ADHD, a prior history of a sport-related concussion, both prior diagnosis of ADHD and a history of sport-related concussion, or neither (controls). MAIN OUTCOME MEASURE(S): Symptomatology associated with ADHD was characterized using the Behavior Assessment System for Children Self-Report of Personality College Version. The State-Trait Anxiety Inventory and the Center of Epidemiological Studies-Depression Scale examined anxious and depressive symptomatology. RESULTS: Student-athletes with ADHD and a history of concussion had 16.4 times greater odds of exhibiting clinically significant symptoms of state anxiety and 7.9 times greater odds of exhibiting clinically significant symptoms of depression, relative to control student-athletes. Every participant with both a diagnosis of ADHD and a history of concussion exhibited clinically significant attentional problems. CONCLUSIONS: Having both ADHD and a history of concussion may have a synergistic effect on mental health beyond that of ADHD and/or concussion alone. Additional longitudinal research is necessary to verify current findings. However, athletic trainers and other health care professionals are encouraged to be mindful of student-athletes with ADHD, as they may be more vulnerable to experiencing symptoms of depression and state anxiety with elevated inattentive behaviors following a concussion.

Prognostic Utility of Oculomotor Assessments in Determining Return-to-Learn Time in Acutely Concussed College Student-Athletes: A Pilot Study.

We sought to discover which oculomotor test (King-Devick [KD], near point of convergence [NPC], and accommodative facility [AF]) would best produce a prognostic model for an RTL time frame. An observational cohort design was used to longitudinally track division I and III student-athletes with concussion at a private university in New York State. Measurements included pre-RTL oculomotor testing (NPC, KD, and AF), along with daily text messages and phone calls. Participants were considered returned-to-learn once they had returned to baseline symptoms and had attended 2 days of classes. Our data promote KD score and class attendance as the best-fit prognostic model, with every second accrued on the KD test equating to 5.29 h of RTL time. Further, attending class throughout recovery, versus not, shortened RTL time by a mean 170.50 h, or 7.1 days. Five variables produced a significant attenuating association with concussion symptoms: time post-injury (p = 0.01); caffeine (p = 0.05); alcohol (p = 0.01); music (p = 0.01); and physical activity (p = 0.01). Three variables produced a significant worsening association with concussion symptoms: screen time (p = 0.05); music (p = 0.01); and class attendance (p = 0.01). The findings present a preliminary evidence-based model to prognosticate RTL time. To our knowledge, this is the second longitudinal study, and the first overall, to present objective data for guiding and prognosticating RTL, respectively. Correspondingly, these data should assist clinicians with objectively steering RTL in-clinic.

Considerations for Developing a Mental Health Emergency Action Plan for High School Football Programs and Athletic Departments.

High school students in the United States are being educated during an unprecedented time of social unrest, public health concerns, and gun violence. High school student athletes can be further challenged by sports-related stressors that may lead to anxiety, burnout, depression, disordered eating, sleep difficulty, performance-based identity concerns, and substance use. High school football players, in particular, are at higher risk of concussion, musculoskeletal injury, and may feel excess pressure to compete from coaches, parents, and peers. One way to address these stressors among high school student athletes is to increase athletic department staff members' awareness of the symptoms of mental health disorders. Increased awareness helps staff members recognize when an athlete is in crisis, as well as respond with an established mental health emergency action plan as needed. In this review article, the authors provide a blueprint by which high school personnel can more readily identify and respond to mental health emergencies among student athletes.

Experiences of LGBTQ student-athletes in college sports: A meta-ethnography.

This study aimed to explore and describe the experiences of LGBTQ student-athletes to identify ways in which athletic staff, coaches, and others can support LGBTQ youth's safe participation in sports. Guided by the preferred reporting items for systematic reviews (PRISMA) and eMERGe reporting guidance. We conducted a meta-ethnography to synthesize qualitative research focused on student-athletes' experiences. Fourteen studies were included in the meta-ethnography published between 1973 and 2022. Four themes were identified: (1) experiences of discrimination and violence; (2) perceived stigma; (3) internalized prejudice; and (4) coping and team support, and they were used to generate a line of argument model, which explains the stress process of LGBTQ student-athletes in the sports. LGBTQ student-athletes experience persistent discrimination in college sports, which poses a significant risk to their mental health. Meanwhile, this study identified that qualitative research on LGBTQ youth sports participation is lacking in many regions of the world and lacks knowledge of the sports participation experience of bisexual, gay, and transgender students. These findings revealed a way for research on LGBTQ-related issues and future policy and practice on LGBTQ youth-related issues in sports.

Travel related changes in performance and physiological markers: the effects of eastward travel on female basketball players.

[Purpose] Purpose of this study is to measure the changes in various physiological markers and performance criteria for women basketball players over the course of a travel heavy season. [Participants and Methods] Fifty one Division-II female basketball players and a control group of 54 females joined this study. Measurements began at the beginning of the competitive season and concluded with final measurements at the end of the competitive season. [Results] The female basketball players showed noticeable increases in resting salivary cortisol, visceral trunk fat, resting heart rate, and resting blood pressure. These athletes also showed diminishment in isokinetic force of leg muscles, particularly in knee flexion strength. Vertical jump measurements also indicated a slight diminishment. In contrast, the control group experienced none of the same changes. [Conclusion] Over the course of a grueling flight schedule in combination with a full-length basketball season, the female athletes in this study showed significant declinations in many indicators of overall health. It is concluded that resulting prolonged intermittent stress of a travel-heavy season can lead to significant changes in certain physiological markers with notable decreases in isokinetic force of leg muscle.

The Effect of a Strength and Conditioning Protocol on NCAA Division 1 Women's Basketball Players' Mental Toughness.

Mental toughness (MT) is a popularized term in sports since it has been found to be positively related to performance. Self-assessment is the most common method of MT data collection. In the strength and conditioning (S&C) context, MT research has focused on males with a notable lack of female participants. Division 1 NCAA strength and conditioning coaches (SCC) spend more hours with their athletes during offseason training than any other coach. The purpose of this study was to measure the perceived effectiveness of an off-season S&C training regimen on MT levels of female athletes while also examining the differences in these perceptions between athletes, teammates, and their SCC. Following a quasi-experimental, longitudinal design, 12 student-athletes assessed their own (n = 58) and one teammate's (n = 58) levels of MT using the Mental Toughness Index five times over their off-season training S&C regimen. The SCC rated his players, as well (n = 60). MT levels increased significantly post-intervention [F (1, 23) = 7.27, p = .001]. The student-athletes perceived the effect of the intervention as more substantial compared to the SCC [F (1, 117) = 49.03, p < .001]. A more compatible perception of MT was found between athlete and teammate; no statistical significance was observed [F (1, 115) = 1.51, p = .221]. Evidence to support that this off-season S&C program worked regarding increasing MT levels was found. Our findings indicate compatibility between athletes, but not between athletes and coach, in recognizing this construct.

A Holistic Analysis of Team Dynamics Using Relational Coordination as the Measure regarding Student Athlete Total Load: A Cross-Sectional Study.

BACKGROUND: Despite its small population, Norway wins a disproportionately large number of medals in international competitions. Therefore, it has been thought that the Norwegian sports model and sports school programs are influential in developing young Norwegian athletes to achieve such results. Today, more than 110 Norwegian private and public schools offer the elite sports program in Norway. Most student athletes attending those schools combine their high school education with elite sports, where they attend training sessions at both school and clubs. The number of people involved with the student athlete on a daily basis (i.e., other student athletes, club coaches, school coaches, schoolteachers, parents, and health personnel) indicate the importance of optimal communication and coordination. However, to the authors' knowledge, no previous studies have explored communication and coordination among this population group. Therefore, the primary objective of this study was to use a holistic analysis of team dynamics using the Relational Coordination Survey as a measure to explore the relational coordination within and between student athletes, club coaches, and school coaches. A secondary objective of this study was to explore student athletes', club coaches', and school coaches' relational coordination with schoolteachers, parents, and health personnel. In addition, the study aimed to explore differences in student athletes' relational coordination with their significant others according to sport, school, performance level, sex, and school year. METHODS: The quality of relational coordination was measured by a cross-sectional questionnaire of student athletes (n = 345), club coaches (n = 42), and school coaches (n = 25) concerning training load and life load. Multiple one-way analyses of variance were used to assess differences between groups. RESULTS: The results show that student athletes, club coaches, and school coaches perceived moderate to weak relational coordination with parents, schoolteachers, and health personnel. Student athletes' relational coordination score with parents was the only strong score observed. Furthermore, the results reveal notable differences in student athletes' relational coordination with the roles according to their characteristics. CONCLUSIONS: The findings suggest a potential for enhancing relationships and communication within and between the significant roles involved with student athletes. The results further indicate that those involved with the student athlete should consider a holistic approach to enhance communication and coordination, including physical, psychological, and other life factors, for optimal student athlete management and development. More resources are necessary to facilitate effective communication and coordination regarding the student athlete's total load.

Sport and academic engagement of 1,387 Slovenian dual-career athletes before and during COVID-19 lockdown-what did we learn?

Introduction: Since the coronavirus disease outbreak in 2019, there have been several preventive measures and restrictions applied to minimize the transmission of the virus. While lockdown has affected our everyday lives, it has negatively impacted sport and athletes as well. Methods: 1,387 Slovenian dual-career (DC) athletes (47.4% females, 52.6% males) participated in the 22-item questionnaire to gather information on their sports and academic engagement before and during COVID-19 lockdown period. Half of the athletes were enrolled in education at the secondary level (n = 819, aged 15-18 years), while the others were enrolled in primary (n = 301, 8-14 years) and tertiary (n = 267, 19-36 years) education. All participants in the current study have a valid athlete categorization by the Slovenian Olympic Committee and are competing at either junior (31.7%), national (26.9%), prospective (29.5%), international (8.5%), world (2.3%) or Olympic (1.2%) level. Results: DC athletes spent less time on training (-4.7 h; p < 0.001), learning (-1.0 h; p < 0.001), exams (-0.9 h; p < 0.001), laboratory work (-0.6 h; p < 0.001), and other educational activities (-0.3 h; p < 0.001) during COVID-19 lockdown compared to period before the lockdown. Their training environment was changed so they trained either at home or outdoors. Results showed that indoor (-3.7 h; p < 0.001) and team sport athletes (-1.3 h; p < 0.001) trained less than outdoor and individual sports. Male athletes spent more time on training both before (1.3 h; p < 0.001) and during lockdown (1.3 h; p < 0.001) and other sport-related activities (1.3 h; p < 0.001). On the other hand, female athletes spent more time on studying both before (1.5 h; p < 0.001) and during lockdown (2.6 h; p < 0.001). Both sport and educational activities were influenced by athletes' age (p ≤ 0.017). Conclusion: Indoor and team sport athletes were more affected by the governmental measures than outdoor and individual sport athletes. Male athletes experienced a greater decline in learning time compared to female athletes. DC is shown to be beneficial for athletes even in times of COVID-19 lockdown, as DC athletes report smaller decline in motivation, shifting attention from sport to study and having fewer mental problems due to uncertain sports future. The feedback of the preventive measures could serve to assist policy makers and athlete's support staff to form and apply preventive measures that are more effective for DC athletes' training and education.