RESEARCH

Last Updated on April 3, 2017 by

In spring 2016 we conducted an intensive, longitudinal study of mental health and performance among 43 student athletes.

The participants completed brief weekly surveys about their mental health, athletic performance, and academic performance. They also reported their mood and performance on a daily basis during a two-week period near the middle of the study period. We are currently analyzing those data to understand better how mental health relates to performance.

This study will help us accomplish several objectives: improve our understanding of how mental health predicts athletic and academic performance among student-athletes; build a detailed picture of how mental health fluctuates over time with respect to the academic year and the athletics seasons; and lay the groundwork for efficient, confidential, and comprehensive data collection from our student-athlete population.

Last Updated on April 3, 2017 by

Here is a selection of external research.

• Parent involvement in young adults’ intercollegiate athletic careers: Developmental considerations and applied recommendations
• The Whole Image for Athletes
• A career readiness program for student-athletes
• Injured athlete support group: Evaluation of a pilot program
• Mental health referral for student-athletes: Web-based education and training

Last Updated on April 3, 2017 by

• 99% of student athletes who were shown the videos during team presentations reported that the help-seeking videos were engaging and relevant to themselves or other student-athletes.
• In a randomized controlled trial to assess the effectiveness of the videos illustrating coping skills (deep breathing and cognitive reframing), as compared to web articles on the same topics from reputable sources, preliminary results from a 5-week follow-up assessment show:
  • There was clear evidence that the videos were more likely to be remembered than the text articles.
  • Student athletes randomly assigned to the videos were also more likely to report having used the self-care strategy (coping skill), as compared to those assigned to the articles.

Last Updated on April 3, 2017 by

(Presented to every athletic team,~900 students, and evaluated using a pre/post-test.)
Following the presentations, student athletes were:

• More comfortable discussing mental health issues with their teammates;
• More confident in their ability to identify a teammate who may be struggling with mental health;
• More confident are you in your ability to help a teammate access mental health care/other support services on campus;
• More likely to consider seeking help if they were having a personal problem that was bothering them;
• More knowledgeable about depression;
• More willing to accept someone who has received mental health treatment as a close friend.

Last Updated on April 3, 2017 by

• Attendees reported improved mood following participation in the groups
  • Words to describe mood prior to group: anxious, sad, frustrated, overwhelmed, tired, stressed
  • Words to describe mood following the group: clear-headed, connected, content, excited, inspired, positive, relieved
• Following the group, attendees were more likely to speak with the following people if they were experiencing serious emotional distress: Professional clinician, teammate, support group
• Group participation increased attendees readiness to seek further information about available mental health support services
• 92.3% of attendees expect to apply lessons or skills learned in the group
• 67% of respondents to a follow survey reported that they had implemented one or more strategies learned in the group- examples include meditation, relaxation, positive thinking, communication
• 2/3 of respondents to a follow up survey either currently receive mental health treatment, accessed informal support services, or plan to make an appointment with a mental health professional in the near future.
• Quotes:
  • “I learned that my sport doesn’t define who I am.”
  • “Everyone can have difficulties, and mental illnesses can be similar to physical ailments.”
  • “I learned the importance of creating a balance of healthy and fun activities outside of school and athletics.”
  • “For me, just learning to share and talk about things that were upsetting me was a big thing that I took away from the group.”
  • “Great resource”
  • “I loved attending tonight’s session!”
  • “I want this to continue next semester”
  • “Please hold this more often!”