Search Results (34)

Athletes face a variety of pressures related to their sport participation, and these demands can contribute to persistent mental health challenges. The aim of this study was to examine the role of grit, growth mindset, emotion regulation, self-compassion, and psychological well-being in collegiate athletes’ sport satisfaction. Participants (N = 263) were recruited through CloudResearch and outreach emails to athletic programs. The sample included individuals from 43 U.S. states and represented rural, suburban, and urban communities. Among the 30 sports represented, basketball, football, and soccer had the highest participation. Results indicated significant differences in sport satisfaction (p = 0.007, η² = 0.04) and growth mindset (p = 0.017, η² = 0.03) across communities of upbringing, as well as differences in sport satisfaction across years in college (p = 0.008, η² = 0.06). Scholarship status was associated with significant differences in sport satisfaction (p < 0.001, d = 0.85) and expressive suppression (p = 0.019, d = 0.31). Cognitive reappraisal (r = 0.427) demonstrated the strongest association with psychological well-being, whereas growth mindset (r = 0.501) showed the strongest association with sport satisfaction. Additionally, a significant interaction effect emerged between growth mindset and psychological well-being (p = 0.033, ΔR² = 0.01) in predicting sport satisfaction. These findings highlight the importance of supporting student-athletes in effectively regulating their emotions and maintaining a belief in their capacity for growth, as both factors appear critical for promoting psychological well-being and enhancing satisfaction with the athletic experience. Full article

Background: The decline in physical activity during the transition to early adolescence poses a significant threat to lifelong health and well-being, directly impacting the targets of Sustainable Development Goal 3 (SDG 3). To design effective preventive interventions, researchers need developmentally appropriate tools to measure the psychological drivers of physical activity. Objectives: This study aimed to adapt the Attitude Towards Sport Scale (ATSS) for middle school students (ages 10–15) and evaluate its psychometric properties. Methods: We used a mixed-methods approach comprising a qualitative cognitive think-aloud phase (n = 27) and a quantitative cross-sectional validation phase (N = 531). Data were analyzed using robust Confirmatory Factor Analysis (CFA). Results: The results supported the structural model, demonstrating that the original three-factor structure fits the early adolescent sample acceptably. The scale demonstrated high composite reliability across all dimensions. Furthermore, the adapted ATSS-EA showed strong criterion-related validity through high correlations with perceived physical literacy and actual physical activity durations. It also successfully differentiated between licensed athletes and non-licensed students. Conclusions: The adapted ATSS-EA provides a developmentally appropriate tool for educators and researchers to monitor sport attitudes and identify students at risk of physical disengagement. Full article

Objectives: We aimed to develop expert-informed recommendations for colleges and universities to support students with celiac disease (CeD) managing a gluten-free (GF) diet. Methods: A multidisciplinary panel of 40 stakeholders, including physicians, dietitians, a disability rights attorney, university staff, and students, was convened by the Celiac Disease Foundation to create expert-based and experience-informed recommendations. Over a 6-month period, the group conducted literature reviews, stakeholder interviews, and expert consensus discussions to identify common barriers and accommodations aligned with federal disability law. The expert panel collaboratively developed and revised an initial set of recommendations. Two rounds of structured voting were held during which panelists provided feedback to refine content and ensure clarity. All final recommendations were adopted with at least 90% of panelists voting in support. Results: The panel identified 24 accommodations across four domains: academics, housing, dining, and campus life. Academic recommendations include flexibility for illness-related absences, support for remote learning, and classroom modifications. Housing recommendations emphasize access to priority placement, appropriate appliances, and proximity to safe dining. Dining accommodations address GF food availability, ingredient transparency, staff training, and meal plan flexibility. Campus life recommendations ensure full participation in athletics, study abroad, social events, and internships, with supports for psychosocial well-being. Conclusions: This manuscript presents the first expert-informed recommendations focused specifically on the needs of college students with CeD. These recommendations are intended to support institutions as they develop strategies to enhance access to GF food, quality of life, educational supports, and student experience for those living with this chronic autoimmune condition. Full article

Background: Adolescence is a sensitive period for psychological, academic, and social development, and sports participation has been described as a potential protective factor for academic performance and psychological well-being. However, limited research has examined the combined influence of sports involvement, sport type, and family background on adolescents’ academic and psychological outcomes. This study aimed to investigate the associations between organized sport participation, sport type (football vs. judo), psychological well-being, psychosomatic symptoms, academic performance, and family socioeconomic background among adolescent boys. Methods: The sample consisted of 52 boys aged 11–14 years from a rural school, divided into football players (n = 13), judo athletes (n = 13), non-athletes (n = 13), and a contextual subgroup of students with special educational needs (SEN; n = 13), with the latter included for exploratory purposes only. Data included school-record-based academic performance and validated self-report measures of life satisfaction, depressive symptoms, psychosomatic complaints, perceived physical fitness, and socioeconomic background. Results: Athletes demonstrated significantly higher academic achievement than non-athletes in overall grade point average (p < 0.001), mathematics (p < 0.001), Romanian (p < 0.001), English (p = 0.03), and Hungarian (p < 0.001). They also reported higher life satisfaction (p < 0.001) but simultaneously showed slightly elevated depressive symptom scores (p < 0.001), indicating a paradoxical pattern of concurrent psychosocial benefits and psychological strain. Parental education (p < 0.001), parental occupational status (p = 0.01), and fathers’ occupational position (p = 0.02) were significantly higher among athletes’ families. Perceived physical fitness was also rated higher by athletes (p < 0.001). No significant differences were found in body mass index, family structure, or most psychosomatic symptoms. Conclusions: Sport participation was associated with more favorable academic and psychological indicators, yet also with elevated depressive symptoms, highlighting the dual nature of organized sport during adolescence. Future research should apply longitudinal designs, include female participants, and incorporate objective indicators of training load. Full article

Optimal nutrition in athletes can contribute to training adaptations, recovery, performance, and injury prevention in addition to supporting their overall health and well-being. Macronutrient intake and the link to role in athletic performance has been investigated by several studies, while micronutrient intake in athletes appears to be understudied. Therefore, the purpose of this study was to assess caloric and selected micronutrient intakes in female collegiate student-athletes across several sports. The participants from seven sports were instructed to complete 3-day food records; dietary intakes were compared to their individual nutritional needs. Results of this study indicated that average intakes of our participants for vitamin C (132.3%), vitamin K (110.5%), and sodium (173%) intakes were significantly above the recommended intakes. However, average intakes for calories (78.0%), calcium (63.1%), magnesium (68.7%), potassium (83.8%), and iron (80.8%) were all significantly below the recommended intakes. More specifically, indoor volleyball and golf athletes exhibited significantly lower vitamin A intake (53.3% and 43.6%, respectively), while iron insufficiency (% of recommendation) was more pronounced in the indoor volleyball (59.8%), golf (65.4%), and tennis (69.9%) teams. Chronic underconsumption of calories and micronutrients can lead to numerous health and athletic performance related consequences. Thus, recognizing and addressing inadequate intakes is imperative to help the student-athletes meet their needs in alignment with dietary guidelines through nutrition education and counseling, as well as dedicated funding and resources towards promoting their overall health, well-being, and athletic as well as academic performance and success. Full article

Female participation in NCAA athletics has grown significantly since the passage of Title IX—the 1972 U.S. federal law that prohibits sex-based discrimination in educational programs and activities receiving federal funding—yet much of the existing research continues to focus on male athletes, leaving important gaps in our understanding of women’s experiences in collegiate sports. One underexamined area with important public health implications is the role of coach–athlete relationships in shaping female athletes’ mental health, access to resources, and overall collegiate experience. This exploratory study draws on in-depth interviews with 19 former female NCAA athletes to examine how their relationships with coaches influenced their athletic careers, mental health, and perceptions of support. Participants represented a range of sports and competitive levels, allowing for variation in experiences across contexts. Findings reveal that coach–athlete relationships are not only central to performance and motivation but also serve as key sources of emotional, social, and material support—or, in some cases, stress and disengagement. The quality and impact of these relationships were shaped by competitive pressures, team dynamics, and institutional expectations. This study underscores the importance of relational context in understanding the broader landscape of female NCAA athletes’ experiences and suggests that coach–athlete dynamics merit greater attention in both research and athletic program development. These findings underscore the relevance of coach–athlete dynamics as a public health concern, particularly in relation to mental health and emotional well-being in competitive sports environments. Supporting healthier relational cultures in collegiate athletics is essential for promoting positive health outcomes among female student-athletes. Full article

Physical activity (PA) has been identified as a protective factor for adolescent mental health. This study analysed the association between PA and levels of anxiety, depression, and stress among adolescents, considering gender, educational stage, and type of sport. A cross-sectional design was conducted with 106 Spanish secondary school students aged 12–16 years. Data were collected through a self-reported questionnaire on PA participation and the validated DASS-21 scale. Descriptive statistics, chi-square (χ²) tests, and adjusted residual analyses were performed. The results showed a significant negative association between PA and anxiety (χ² = 303.34, p < 0.01), stress (χ² = 310.64, p < 0.01), and depression (χ² = 324.32, p < 0.01). Non-athletes presented higher levels of psychological problems compared with active peers, while girls and older students showed greater vulnerability. Adolescents involved in team sports exhibited lower anxiety and stress than those participating in individual sports. In conclusion, higher participation in physical activity, particularly team-based disciplines, is associated with better mental health in adolescents. These findings reinforce the importance of integrating regular physical activity into school contexts to support psychological well-being during adolescence. Full article

Background: Student-athletes face the dual challenge of balancing academic and athletic commitments, which may simultaneously promote healthy lifestyle habits while increasing psychosocial and physiological stressors, particularly among female student-athletes. Understanding how these competing demands affect key behavioral (e.g., dietary habits, sleep, and chronotype) and psychological (e.g., body image) factors is essential for supporting their overall well-being. Therefore, this cross-sectional study investigated body dissatisfaction, adherence to the Mediterranean diet, sleep quality, and chronotype in female student-athletes compared to sedentary peers. Methods: Twenty-eight female participants voluntarily participated in the study. Twelve volleyball student-athletes (age 21.6 ± 2.4 years) were assessed during their competitive in-season period, and sixteen non-athlete students with a high sitting time (age 24.0 ± 3.2 years) completed the Mediterranean Diet Adherence questionnaire (PREDIMED), Pittsburgh Sleep Quality Index (PSQI), Morningness–Eveningness Questionnaire (MEQ), and Body Image Dimensional Assessment (body dissatisfaction) to assess their overall well-being. Results: Student-athletes showed significantly (p < 0.05) higher adherence to the Mediterranean diet (PREDIMED: 8.5 ± 1.5 score), although experiencing poorer sleep quality (PSQI: 6.8 ± 3.0 score) compared to non-athlete students with higher sitting times (PREDIMED: 6.7 ± 1.6 score; PSQI: 4.6 ± 2.3 score). Conversely, comparative body dissatisfaction was significantly higher in non-athlete students with a high sitting time (19.4 ± 24.5%) than in student-athletes (5.6 ± 10.5%). No significant differences emerged for chronotype or overall body dissatisfaction. Conclusions: These findings highlight a paradoxical health pattern in female student-athletes who combine healthier eating habits with poorer sleep quality. The results emphasize the importance of comprehensive wellness strategies that integrate dietary habits, sleep hygiene, and psychophysiological factors to better support female student-athletes in managing dual-career demands. Full article

This study examines how medically disqualified NCAA Division I student-athletes experience the abrupt end of their athletic careers and how those experiences reflect broader cultural and psychological dynamics within college sport. Utilizing an interpretive phenomenology analysis, we explore if the experiences of National Collegiate Athletic Association (NCAA) Division I student-athletes, who become medically disqualified, can be conceptualized by researchers through the stages of the Kübler-Ross model addressing grief responses. Unlike the prior research criticizing the application of the model to injured athletes, we found ample support for the possible applicability of each emotional stage; however, our study findings also reveal that the staged transitions do not necessarily follow in sequential order, as suggested by Kübler-Ross. Thus, the model applies as a general framework of grief from loss, but not as a fixed set of grieving processes for elite student-athletes who become medically disqualified. We conclude with implications for NCAA policy, athlete mental health services, and the cultivation of exit cultures that prioritize human well-being over athletic productivity. Full article

(1) Background: Adolescent health and well-being are associated with sports and physical education activities. Novel therapies for athletics training, sporting formations, and physical culture are important. In areas where sports facilities are scarce and not cost-effective, they can lead to poorer physical and mental well-being in adolescents. Emotions related to sports, somatic anxiety, worry, and concentration disruption aligned with task and ego orientation have been under-researched in Pakistan. (2) Methods: A sample of 830 adolescents between the ages of 14 and 19 years were recruited from Pakistan’s sports training center through purposive sampling. Sport-specific emotions, anxiety, task and ego orientation, and coaching athlete purpose (CAP) were measured. (3) Results: Regression analysis showed that different dimensions of sports anxiety (somatic trait anxiety, worry, and concentration disruption) have a significant effect on the task and ego orientation of sports education students. The Hayes process macro analysis shows that CAP significantly mediates between sports emotions and orientation. (4) Conclusions: It is important to introduce Rational Emotive Behavior Coaching and integrate ontological health and well-being for coaching in the sports field. Full article

Mental health challenges significantly impact NCAA Division III student athletes, often leading them to discontinue their sport. Unlike Division I athletes, they have limited institutional support, making it harder to balance academic and athletic demands. This qualitative study examines the mental health barriers influencing 21 former Division III athletes’ decisions to withdraw. Key themes include stress, burnout, identity loss, inadequate institutional support and external pressures like academics and finances. The findings highlight the need for better mental health resources, reduced stigma, and stronger institutional support. Addressing these challenges can improve athlete well-being and retention in Division III programs. Full article

Background/Objectives: Sport persistence, defined as an athlete’s behavioural commitment to sport, is influenced by various psychological, social, and environmental factors. This study examines sport persistence using an ecological framework, incorporating Bronfenbrenner’s socio-ecological model and Bauman’s multi-level physical activity model. It aims to identify the key determinants of sport persistence among Hungarian athletes and differentiate the influencing factors for competitive and recreational athletes. Methods: The study analysed data from 1105 Hungarian (518 male, 557 female) secondary (n = 478) and university (n = 626) students who pursued competitive (n = 533) or recreational (n = 572) sports. A structured questionnaire assessed socio-demographic factors, sport-specific variables, psychological characteristics, and environmental influences. Statistical analyses were applied to identify predictors of sport persistence. Results: For competitive athletes, persistence was most strongly predicted by goal orientation (β = 0.322; p < 0.001), win orientation (β = 0.156; p = 0.001), resilience (β = 0.161; p < 0.001), and training frequency (β = 0.122; p = 0.017). In contrast, recreational athletes’ persistence was linked to task orientation (β = 0.092; p = 0.013), well-being (β = 0.092; p = 0.008), and social support (β = 0.084; p = 0.006). The father’s employment status had a positive effect on persistence, while broader socio-demographic factors were more relevant for recreational athletes. The role of micro-, exo-, and macro-system factors, such as peer or teacher support and sport infrastructure, was found to be limited in influencing persistence levels. Conclusions: Sport persistence is primarily driven by individual psychological factors rather than broader ecological influences. Competitive athletes show persistence through performance-oriented traits, while recreational athletes rely more on well-being and motivation. These findings suggest that tailored interventions could enhance sport persistence and performance. Full article

The psychological well-being of athlete–students during higher education is important in their healthy growth and adaptation to college and social life, and emotional intelligence is one of the key factors linked with psychological well-being. The present study aimed to investigate the relationship between emotional intelligence and psychological well-being among Turkish athlete–students in higher education studying physical education and sports. A total of 226 athlete–students studying physical education and sports participated in this study. The results of our mediation analysis revealed that emotional intelligence was positively related to psychological well-being. Additionally, the results indicated that self-efficacy and burnout act as partial mediators between emotional intelligence and psychological well-being. As a result, academic administrators and instructors should promote strategies that help athlete–students to gain better emotional intelligence skills, which may also help these students to cope with burnout and increase their self-efficacy, thus increasing their psychological well-being. Full article

Background: Student-athletes and competitive dancers experience significant physical, psychological, and emotional stress, often coupled with academic and social pressures. These stressors may lead to unhealthy coping mechanisms, negatively impacting mental health, quality of life, and athletic performance. While assessing mental illness is important, measuring positive mental health (PMH) can offer valuable insights into overall well-being and resilience. The positive mental health Instrument (PMHI) was developed to assess PMH, but its psychometric properties in student-athletes and competitive athletes have not been explored. Methods: Collegiate student-athletes and competitive dancers completed a survey, including the PMHI-19 and a demographic questionnaire. Confirmatory factor analysis (CFA) was conducted to assess the factor structure of the PMHI-19. An exploratory factor analysis (EFA) was then conducted to identify a more parsimonious structure. Results: The CFA of the PMHI-19 did not meet recommended model fit indices. EFA resulted in two different parsimonious models: a 4-factor, 11-item model (PMHI-11) and a 3-factor, 9-item model (PMHI-9), both meeting recommended fit indices. Conclusions: The condensed PMHI-11 and PMHI-9 models may be more suitable for use in collegiate athletic populations. Further research is needed to refine these instruments and explore their applicability across diverse athletic groups. Full article

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. Full article