Stressors related to academic requisites, sport participation and pressure to perform may increase college athlete risk for mental health symptoms (Cox, Ross-Stewart, & Foltz, 2017; Sudano & Miles, 2017; Yang et al., 2007). The purpose of this study was to identify the level of clinically relevant self-reported mental health symptoms in National Collegiate Athletic Association (NCAA) Division III athletes and variations based on sport participation (i.e., men’s or women’s athletics; team or individual sports) over a two-year period. A nonexperimental, trend study design was used. Data analysis included descriptive statistics, chi square test, and multivariate analysis of variance (MANOVA) which used one-way analysis of variance (ANOVA) for follow-up procedures. A MANOVA revealed a significant interaction of gender and sport type for general symptoms [F(1, 564) = 9.583, p = .002] and depression [F(1, 564) = 6.945, p = .009] but not anxiety [F(1, 564) = 3.332, p = .068, ƞ2 = .006]. The project was able to describe mental health symptoms in a population that is not often included in the literature. Knowledge of collegiate athlete mental health prevalence is important because prevention and early intervention is a key component of community-based health programming.
The incorporation of mobile learning methods (iLearning) into human anatomy and physiology classrooms has been debated with regard to its effectiveness in higher education. This study aimed to understand how iLearning affects college-aged students’ perception of learning and engagement in an introductory human anatomy and physiology course using a survey established by Rossing and coworkers (2012). Perceived learning was not significantly different from start to end of the semester while perceived engagement was significantly different in a negative direction. Mean scores were high for both dimensions at both time points which may have diminished meaningful interpretation. Nevertheless, the present study demonstrates that iLearning can be successfully implemented into higher education classroom settings while maintaining traditional classroom teaching and learning techniques.
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