The COVID-19 pandemic brought about numerous changes and challenges, impacting nearly every aspect of our lives, including mental health. In fact, the World Health Organisation found a 25% increase in depression and anxiety symptoms worldwide, with young people disproportionately affected. A sub-population of young people who already face unique risks for their mental health are student-athletes. A recent study by SPRINT project team members Dr Georgia Bird, Professor Jennifer Cumming, and Dr Mary Quinton explored how the pandemic, with its disruption of sports and daily routines, has taken a toll on student-athletes mental health, focusing on symptoms of depression, anxiety, and stress. Let’s explore these findings and why they matter.
Effects of the pandemic of sports
During the pandemic, sports and university life were disrupted. With sports halted, many athletes lost a key protective factor for their mental health. The pandemic also brought about extended periods of isolation and uncertainty. Without regular competition, athletes faced increased feelings of loneliness and stress.
Image description: A photo of an empty grass sports pitch surrounded by bushes and trees.
Image description: A photo of an empty lecture theatre with blue tiered seats and wooden desks.
How the study was conducted
Two cohorts completed a questionnaire (Depression, anxiety, and stress scale-21; DASS-21 Lovibond & Lovibond, 1995) pre-pandemic and post-pandemic.
What is the DASS-21?
The DASS-21 is a set of three self-report scales designed to measure the negative emotional states of depression, anxiety, and stress. It consists of 21 items, with 7 questions dedicated to each of these three domains. However, this measure can also be used as a Bifactor model.
The Bifactor Model Explained
1. Core Dimensions: In the traditional use of DASS-21, the focus is on three distinct dimensions: depression, anxiety, and stress. Each dimension is assessed separately to understand how these symptoms manifest individually.
2. Bifactor Structure: The bifactor model takes this a step further by incorporating a general factor that influences all three dimensions. This model suggests that while each symptom (depression, anxiety, and stress) can be unique, there is also an overarching factor that contributes to all these symptoms simultaneously.
3. Benefits of Bifactor Analysis: This model allows for a more nuanced understanding of how these symptoms interact. For instance, it can reveal whether a general underlying factor (like overall emotional distress) is contributing to high scores across all three domains or if each domain operates independently.
Key Findings
Increased Symptoms Post-Pandemic:
Depression and anxiety: Symptoms of depression and anxiety increased in the post-pandemic cohort. Alarmingly, rates of extremely severe anxiety more than doubled from 8% in the pre-pandemic cohort to around 20% in the post-pandemic cohort.
Stress: Stress levels also increased but remained, on average, in the normal range.
2. Who was most affected:
Younger athletes in the post-pandemic group showed more significant symptoms of depression.
Female athletes reported higher levels of stress and anxiety compared to their male counterparts.
Individual sport athletes experienced more stress and anxiety than those in team sports.
3. Confirmatory factor analysis supported the bifactor structure of the DASS-21:
The bifactor model helps explain why there was a notable increase in severe symptoms of depression, anxiety, and stress post-pandemic.
It highlights that these symptoms might not just be isolated experiences but part of a broader pattern of emotional distress influenced by the general upheaval caused by the pandemic.
Understanding the Results
The findings highlight a concerning trend: the pandemic has contributed to exacerbating mental health issues among student-athletes. These athletes, who already face unique stressors, experienced heightened symptoms of depression, anxiety, and stress during the pandemic. This shift highlights the urgent need for targeted mental health support and interventions for this population.
What should we do?
The study's results point to several important considerations:
Early Intervention: Implementing early intervention strategies can help address mental health symptoms before they worsen.
Personalized Support: Mental health support should be tailored to individual needs, considering factors like gender, sport type, and age.
Further Research: More studies are needed to explore protective factors and effective interventions for student-athletes, particularly during times of crisis.
Enhanced Support Systems: With the evident impact on mental health, there’s a pressing need for enhanced support systems for student-athletes. Universities and sports programs should prioritize mental health services and support networks.
Building protective factors: Building coping strategies can help athletes better handle future disruptions. Training for mental health should become as integral as physical training.
Using the DASS-21: employing the bifactor model provides deeper insights into how pandemic-related stress affects overall mental health, as opposed to just one symptom category. This can help in designing better support mechanisms for student-athletes. Understanding whether a general factor is at play can guide more effective interventions. For example, if a general factor is strongly influencing all three areas, treatment might focus on overall emotional regulation, whereas specific symptoms might require targeted strategies.
Image description: A photo of 3 young athletes on an athletic track celebrating with medals around their neck.
Conclusion
The study highlights a crucial point: the removal of sports and its protective benefits significantly affected athletes' mental health. The research sheds light on the significant impact of the COVID-19 pandemic on the mental health of UK student-athletes. The increased symptoms of depression, anxiety, and stress call for immediate attention and action to support student-athletes. By understanding and addressing their mental health needs, we can help them navigate their athletic and academic journeys more effectively.
Final Thoughts
The pandemic has left a lasting mark on many aspects of life, and the mental health of student-athletes is no exception. As we move forward, it is crucial to prioritize mental health support and create a supportive environment for these athletes to thrive, both within and outside of their sports.
If you would like to read more about the study, then see here.
References
World Health Organisation. Available online: https://www.who.int/news/item/02-03-2022-covid-19-pandemic-triggers-25-increase-in-prevalence-of-anxiety-and-depression-worldwide (accessed on 13 November 2023).
Lovibond, S.H.; Lovibond, P.F. Manual for the Depression Anxiety Stress Scales, 2nd ed.; Psychology Foundation of Australia: Sydney, Australia, 1995.
Image credit: Canva.
Written by Dr Georgia Bird, Post Doctoral Researcher in the SPRINT Project.
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