Student-athlete disclosures of psychological distress: Exploring the experiences of university coaches and athletes

Abstract

Student-athletes are suggested to be an at-risk population for experiencing psychological distress, and coaches have been identified as support providers for distressed athletes. However, little is known about the interactions between student-athletes and their coaches when athletes disclose psychological distress. Therefore, the purpose of this research was to explore the experiences of student-athletes disclosing psychological distress to university coaches. Semi-structured interviews were conducted with 15 student-athletes (2 male, 13 female; M_age = 24.5 years) and 15 university coaches (11 male, 4 female; M_age = 41.9 years). Data were analyzed using a thematic analysis. Results indicated that perceived barriers (emphasis on athlete toughness, power of coaches, athlete’s position on a team, poor visibility of distress, and previous negative experiences with disclosure) discouraged student-athletes from disclosing distress and suggest that barriers may be overcome by coaches fostering supportive team cultures. Strategies for coaches to establish supportive team cultures were identified, such as building diverse coaching staff, using nondiscriminatory language, and role-modeling desired behaviors. Based on the findings, guidelines are provided for effective coach support following disclosure. This research suggests that coaches have the potential to positively influence student-athletes’ disclosures of psychological distress and facilitate the process of athletes seeking help; however, clearer boundaries need to be established to govern the appropriate role of coaches in supporting psychologically distressed student-athletes.

 Lay Summary We examined experiences of student-athlete disclosures of psychological distress to university coaches. Barriers, such as previous negative experiences with disclosure, perceptions of athlete toughness, and the athlete’s position on the team, prevented athletes from disclosing distress. Strategies for coaches to create cultures that support athlete help-seeking behaviors are presented.

Implications for Practice:

• As a frontline preventative measure in supporting the psychological well-being of student-athletes, coaches should establish team cultures that address perceived barriers to disclosure and encourage athlete help seeking behaviors. Coaches may foster desired team cultures by applying recommendations made by the present research, such as adopting a holistic coaching philosophy, speaking openly with athletes about psychological distress, and providing transparent selection criteria.

• When working with psychologically distressed student-athletes, coaches should engage in immediate, short-, and long-term support practices inclusive of responding supportively to athletes’ initial disclosures, assisting athletes in developing plans for managing their distress, and maintaining consistent communication and engagement with the athlete throughout the recovery process.

• Coaches should prioritize the development of coach-athlete relationships founded on trust and bidirectional communication with student-athletes to facilitate student-athletes’ willingness and abilities to disclose distress and access early support.

Acknowledgments

This project was supported by the Social Sciences and Humanities Research Council (SSHRC) of Canada.

Notes

1 For the purpose of this study, psychological distress was qualified as an emotional response to an event or combination of events, such as, but not limited to, athletic injury, discrimination, or teammate conflict, that negatively impacted the student-athletes’ quality of life. Impaired quality of life included, but was not limited to, poor mental health outcomes, development of alcohol or substance abuse dependency, and substantially decreased athletic and/or academic performance.