The purpose of this study was to provide new knowledge about the temporal and contextual aspects of the alcohol–sport relationship. Eight U.K. student-athletes completed the Alcohol Use Disorders Identification Test in their final year at university, 18 months, and 30 months after graduation. They also completed semistructured interviews about their drinking motives, behaviors, and life circumstances. Results showed that participants reduced their alcohol consumption after leaving university, but despite the onset of some adult responsibilities, most were still drinking at hazardous levels. After university, drinking took place with old friends, new colleagues, and new sporting teammates. At all time points, social drinking motives were the most prevalent. Findings demonstrate a relationship between alcohol and sport that is cemented at university but continues beyond it. Targeted interventions to reduce the role of alcohol in the social experience of sport are needed to support long-term athlete health.
Mark Jankowski, Sarah Partington, Nick Heather, and Elizabeth Partington
Miguel A. López-Gajardo, Inmaculada González-Ponce, Tomás García-Calvo, Edgar Enrich-Alturo, and Francisco M. Leo
We present two studies examining the relationship between athlete leadership quality and team resilience and explored the mediating effect of team identification. In Study 1, 194 soccer players (Mage = 18.50, SD = 4.49) from eight national teams participated. Structural equation modeling showed cross-sectionally that the four types of athlete leadership qualities were positively related to the characteristics of resilience and negatively to vulnerability under pressure. Team identification was shown to be a mediator of these relationships. Study 2, with four different time-points, involved 208 young soccer players (Mage = 16.05, SD = 3.39) from two professional clubs (i.e., La Liga). Cross-lagged panel models revealed that task leadership quality (Times 1–2) was positively related to the characteristics of resilience (Times 3–4) and negatively to vulnerability under pressure (Times 3–4). However, team identification did not mediate these relationships. Therefore, practitioners should consider the perceptions of leader quality to achieve benefits during competition.
Kim Tolentino, Tucker Readdy, and Johannes Raabe
Workaholism (i.e., working excessively and compulsively) is associated with negative physical, psychological, and social consequences. Researchers have previously examined antecedents of workaholism, but the experiences of sport coaches have not yet been investigated. This study explored (a) differences in National Collegiate Athletic Association Division I coaches’ workaholism, as well as need satisfaction and frustration based on gender, coaching role, gender of athletes coached, age, and years of coaching experience; and (b) how coaches’ perceptions of their three basic psychological needs are associated with tendencies to work excessively and compulsively. A total of 873 National Collegiate Athletic Association Division I coaches participated in the research. Data analyses revealed significant differences in participants’ workaholism as well as need satisfaction and frustration. Structural equation modeling indicated a significant relationship between reported levels of workaholism and perceptions of the three needs. Findings illustrate the importance of basic psychological needs in preventing coaches’ workaholism and maintain optimal functioning.
Deirdre Lyons, Philip Clarke, and Robert C. Dempsey
Limited research into professional rugby union players’ experiences of seeking formal support for their mental health exists, despite comparable rates of mental health issues among elite rugby players with the general population. This qualitative study explored professional players’ actual experiences of accessing Rugby Players Ireland’s mental well-being service, via separate focus group discussions with professional players (n = 5) and player development managers (n = 4) who refer players into the service. An inductive reflexive thematic analysis identified three themes detailing players’ (a) journey to disclosure of their mental health difficulties, (b) their expectations and engagement with the well-being service, and (c) participants’ reflections on mental health experiences in a high-performance environment. Embedding mental health as a key component of player development in high-performance environments, improving mental health literacy, normalizing mental health experiences, and encouraging help-seeking would help promote player well-being and support holistic development alongside sporting performance.
Hannah Bennett, Robert Owens, and Tanya Prewitt-White
Maggie Evans, Kelly J. Rohan, Jonah Meyerhoff, Richard J. Norton, and Jeremy S. Sibold
Mood deterioration in response to exercise cessation is well documented, but moderators of this effect remain unknown. This study tested the hypothesis that physically active individuals with higher levels of cognitive vulnerability (i.e., tendencies toward negative thought content and processes in response to stress or negative mood states) are at greater risk for increased anxiety and depressive symptoms when undergoing exercise cessation. Community adults meeting recommended physical activity guidelines (N = 36) participated in a 4-week prospective, longitudinal study with 2 weeks each of maintained exercise and exercise cessation. Cognitive vulnerability measures included dysfunctional attitudes, brooding rumination, and cognitive reactivity (i.e., change in dysfunctional attitudes over a dysphoric mood induction). Anxiety and depression symptoms increased during exercise cessation. Brooding emerged as a risk factor for increases in tension scores on the Profile of Mood States–Brief during exercise cessation. Future studies should explore brooding as a mediator (i.e., potential mechanism) of exercise-induced mood deterioration.
Aidan D. Kraus and Erica Tibbetts
This study explored depression, anxiety, and help-seeking at a National Collegiate Athletic Association Division III historically women’s college in the United States, while taking into account gender identities outside of male and female. An online survey including the Patient Health Questionnaire-9, Generalized Anxiety Disorder-7, and help-seeking measures were completed by 109 student-athletes. Participants’ ages ranged from 18 to 22. Within the sample, 59.7% of participants identified as LGBTQIA+ (lesbian, gay, bisexual, transgender, queer, intersex, asexual, among other identities) and 8.3% identified as genderqueer/gender-nonconforming. A total of 33.0% of the participants reported symptoms of depression, while 28.5% reported symptoms of anxiety. Genderqueer/gender-nonconforming athletes reported higher rates of anxiety than athletes who identified as women. Higher rates of depression and anxiety were related to higher levels of formal help-seeking. The results indicate that student-athletes at a historically women’s college may be experiencing higher levels of depression and anxiety than student-athletes in other contexts and have more positive views toward help-seeking. Student-athletes who identify outside of the gender binary may be at higher risk for anxiety.
Shelby N. Anderson
Sport psychology scholars have long called for the field to take intersectional approaches to research and applied practice. Missing from this call is the study of intersectionality in the classroom. Therefore, the purpose of this practice paper is to provide a resource for sport psychology practitioners to take an intersectional approach in their teaching. First, the author provides a brief overview of intersectional theory and approaches to using anti-oppressive practices in the classroom. The author then reflects on their experience utilizing an intersectional lens as a neophyte instructor. Finally, the author discusses lessons learned from this teaching experience. This practice paper serves as a resource for sport psychology scholars and practitioners to integrate the study of intersectionality in their roles. While this paper is written for the higher education classroom, all readers will gain knowledge on intersectional theory and how it can be integrated in their scholarship or applied practice.