Mental health literacy (MHL), the knowledge and attitudes that aid in recognition, management and prevention of mental health issues, could help maintain positive mental health within the athletic community. As coaches and athletic therapists (ATs) frequently and routinely interact with athletes, this study focused on the MHL of these individuals. Eighty participants (24 females, 54 males; 57 coaches, 18 ATs) completed an on-line version of the MHL Scale. Average MHL score was 131.48, which, is relatively equal to scores seen in university students and a general population. No significant difference was detected between coaches and ATs but females reported significantly higher MHL scores than males. There was a significant negative correlation between MHL and total experience. These results have potentially strong clinical ramifications as increased MHL in this context can affect facilitators and barriers towards seeking help in a high-risk population.

The mental health of Canadian university students is fairly well researched, but there is relatively little evidence concerning the mental health of Canadian university student-athletes. Recent research in the United States and Canada has suggested that mental health (e.g., anxiety and depression) differs between student-athletes and student non-athletes. However, the results are ambivalent as to whether student-athletes experience more or less psychological distress than their non-athlete peers. To address this gap, the purpose of the current study was to measure the levels of psychological distress in a national sample of 284 university student-athletes. Each athlete completed the Kessler Psychological Distress Scale (K6; Kessler et al., 2002) via a secure online platform. The average score on the K6 for student-athletes was 8.2 out of 24; 19.8% of the sample surpassed the cut-off for assessing the prevalence of severe mental illness. A regression analysis found that gender, starting status, and scholarship status significantly predicted levels of psychological distress. Females, non-starters, and student-athletes without a scholarship were associated with increases in K6 scores.

The mental health of Canadian university students is fairly well researched, but there is relatively little evidence concerning the mental health of Canadian university student-athletes. Recent research in the United States and Canada has suggested that mental health (e.g., anxiety and depression) differs between student-athletes and student non-athletes. However, the results are ambivalent as to whether student-athletes experience more or less psychological distress than their non-athlete peers. To address this gap, the purpose of the current study was to measure the levels of psychological distress in a national sample of 284 university student-athletes. Each athlete completed the Kessler Psychological Distress Scale (K6; Kessler et al., 2002) via a secure online platform. The average score on the K6 for student-athletes was 8.2 out of 24; 19.8% of the sample surpassed the cutoff for assessing the prevalence of severe mental illness. A regression analysis found that gender, starting status, and scholarship status significantly predicted levels of psychological distress. Females, non-starters, and student-athletes without a scholarship were associated with increases in K6 scores.

Behavioral synchrony has been linked to endorphin activity (Cohen et al., 2010; Sullivan and Rickers, 2013; Sullivan et al., 2014; Tarr et al., 2015, 2016; Weinstein et al., 2016). This has been called the synchrony effect. Synchrony has two dominant phases of movement; in-phase and anti-phase. The majority of research investigating synchrony’s effect on endorphin activity has focused on in-phase synchrony following vigorous activities. The only research to investigate the effects of anti-phase synchrony on endorphin activity found that anti-phase synchronized rowing did not produce the synchrony effect (Sullivan et al., 2014). Anti-phase synchrony, however, is counter-intuitive to the sport of rowing and may have interfered with the synchrony effect. This study investigated the effect of anti-phase synchrony on endorphin activity in a different task (i.e., drumming). University students (n = 30) were asked to drum solo and in in-phase and anti-phase pairs for 3 min. Pain threshold was assessed as an indirect indicator of endorphin activity prior to and following the task. Although the in-phase synchrony effect was not found, a repeated measures ANOVA found that there was a significant difference in pain threshold change among the three conditions [F(2,24) = 4.10, = 0.255, p < 0.05). Post hoc t-tests showed that the anti-phase condition had a significantly greater pain threshold change than both the solo and in-phase conditions at p < 0.05. This is the first time that anti-phase synchrony has been shown to produce the synchrony effect. Because anti-phase drumming may have required more attention between partners than in-phase synchrony, it may have affected self-other merging (Tarr et al., 2014). These results support Tarr et al.’s (2014) model that multiple mechanisms account for the effect of synchrony on pain threshold, and suggest that different characteristics of the activity may influence the synchrony effect.

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