Student-Athlete Mental Health: University of Montana Case Study
Notice bibliographique
Résumé
Research suggests that Division I college-student athletes experience higher levels of stress and other behavioral health issues than their non-athlete counterparts, with up to 20% of them suffering from depression (Sudano et al., 2017). Two studies on student athletes’ well-being conducted in 2020, reported that athletes continue to report higher levels of mental health concerns (Johnson, 2022). Since the fall of 2020, rates of mental exhaustion, depression, and anxiety have improved minimally with rates remaining 1.5 to two times higher than reported before the COVID-19 pandemic (Johnson, 2022). Naomi Osaka withdrawing from the French Open in 2021 and Simone Biles withdrawing from the 2020 Tokyo Olympics to prioritize their mental health brought attention, and even some backlash towards the idea that athletics may need to withdraw from competitions to prioritize their mental health. Stanford soccer player Katie Myer taking her own life by suicide in her dorm room started a national social media campaign in the United States, advocating for mental health concerns to be addressed for collegiate athletes in 2022. The need for mental health issues to be addressed has been expressed, yet college athletes are not seeking help. When asked if they would feel comfortable seeking health from a mental health expert on their respective college campus, less than half of women’s and men’s National College Athletic Association (NCAA) sports participants answered they would agree or strongly agree with that statement (Johnson, 2022). The University of Montana athletic department is not immune from this phenomenon; student-athletes at the University of Montana have expressed that they too suffer from mental health issues. Yet, Grizzly Athletics offers free counseling sessions to student-athletes, while these slots regularly remain unfilled. “There is a growing awareness of the importance of mental health care in NCAA student-athletes; however, there is a lack of literature on mental health resources in collegiate settings” (Sudano et al., 2017). The University of Montana can act as a case study for college athletic institutions similar in size. The purpose of this research is to better understand if collegiate athletes struggle with mental health, if so why, what resources would meet their needs, and how to make them helpful and accessible. The goal of the case study investigation is to unveil the reason why mental health resources go unused and find possible solutions.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».