1 Mental Health in Sports: A Pilot Feasibility Study of a Mental Health Literacy Training for Collegiate Coaches by Ana Morett Salas A thesis submitted in partial fulfillment of the requirements for the degree of MASTER OF EDUCATION with an emphasis in SPORT COACHING LEADERSHIP WEBER STATE UNIVERSITY Ogden, Utah April 20, 2026 Approved Ryan Zimmerman, Ph.D. Chad Smith, Ph.D. Riley Jensen, M.S. 2 Problem Statement Mental health in sports has become a common conversation topic in recent years, and rates of mental health concerns have increased following the COVID-19 pandemic (Levine et al., 2022). However, mental health in sports remains often overlooked, due to persistent stigma (McLane et al., 2024). Athletes are expected to display mental toughness and resilience, often at the cost of addressing and treating mental challenges (Lebrun et al., 2020). Many athletes prefer to remain silent about mental health issues, fearing that help-seeking will result in lost playing time or perceptions of weakness in a culture that praises toughness (Bissett et al., 2020). The “win at all costs” and macho culture undermines the human behind the performer, prioritizing results over the well-being of individuals and fostering a stigmatized environment that limits support for athletes (Henriksen et al., 2019; Kvillemo et al., 2023). The pressure to perform and deliver results, along with the intense training programs athletes undergo, can contribute to issues such as anxiety, depression, burnout and stress (Murphy & Sullivan, 2021). As the level of competition increases, mental health becomes a greater concern due to the rising physical and psychological demands (Sankey et al., 2023). In addition to anxiety, depression, burnout and stress, eating disorders and body dissatisfaction are also prevalent mental health concerns among athletes (Chrisman et al. 2024; Lebrun et al., 2020; Mazzer & Rickwood, 2014). Unfortunately, the intense physical and psychological demands can lead to suicidal ideation or actions, as athletes struggle to cope with overwhelming expectations (Ferguson et al., 2019). It is essential to recognize that mental health is just as important as physical health, as it affects not only athletic performance but also overall quality of life. Athletes are significantly impacted by their sport; therefore, their sport-related well-being serves as an indicator of their 3 overall well-being (Simons & Bird, 2022). At the same time, studies point out that athletes with good mental health have a better chance of performing well over the long term than those who are dealing with mental health issues (Henriksen et al., 2019). While coaches are becoming more aware of their vital role in supporting athletes’ mental health, many report low confidence in how to provide effective support and fear causing unintentional harm (Bissett et al., 2020). As a result, a significant number of coaches have expressed the need for training, mental health education, and structured guidelines to more effectively support their athletes and cultivate an inclusive, supportive environment (Breslin et al., 2017; Chrisman et al., 2024; McLane et al., 2024). The aim of this pilot study, therefore, was to develop and preliminarily evaluate a comprehensive mental health training framework specifically designed for collegiate sports coaches. The study assessed the feasibility of implementing a Canvas-based mental health training course, the acceptability of the training among participating coaches, and its preliminary influence on coaches’ mental health knowledge, attitudes, and perceived ability to support student-athletes. The training framework provided practical guidance, foundational knowledge, and actionable strategies aimed at helping coaches better support athletes’ mental health, fostering a safe, inclusive, and stigma-free environment, and potentially reducing feelings of inadequacy and mental health illiteracy among coaches. To explore the feasibility and preliminary influence of the proposed mental health training framework, this pilot study used a descriptive and thematic approach. Participating coaches completed the Mental Health Literacy Scale (MHLS; O’Connor & Casey, 2015) survey prior to and following the training to explore changes in their knowledge, attitudes, and perceived ability to support athletes’ mental health. In addition to these descriptive measures, 4 participants’ feedback on the training was collected through open-ended questions and analyzed thematically to identify common themes regarding the acceptability, accessibility, and perceived usefulness of the training. Findings provided preliminary insights into the potential impact of the training and guided improvements for future studies. Literature Review Sport-Related Stressors and Mental Health Concerns Among Athletes Athletes are a vulnerable population, and the prevalence of mental health symptoms among them may be equivalent to or even exceed that of non-athletes (McLane et al., 2024). Student-athletes belong to three cohorts recognized as being at high risk for mental health disorders: emerging adults (18-24 years old), post-secondary students, and high-level athletes (Murphy & Sullivan, 2021). They experience both the stressors inherent to everyday life and the demands associated with their high-pressure sporting environments (Lebrun et al., 2020). Athletes are also exposed to unique psychological stressors not typically faced by non-athletes such as injury, intense training demands, media scrutiny, sport retirement, and performance pressures (Bissett et al., 2020). Furthermore, as the level of competition increases, mental health concerns tend to become more prevalent (Sankey et al., 2023). Additionally, athletes often juggle multiple commitments (Chrisman et al., 2024), such as balancing and managing academic and social challenges (Beasley et al., 2024; Kvillemo et al., 2023). Because they handle so many responsibilities, interpersonal relationships play a crucial role in their overall well-being. Conflict with coaches or lack of support from them can be a significant contributing factor (Baumann et al., 2024), while tension between teammates is also a strong stressor (Simmons & Bird, 2022). Moreover, social and contextual factors play an important role in athletes’ mental health (Gerber et al., 2024). Therefore, spending extended time 5 away from family and friends can negatively affect athletes’ mental health (Breslin et al., 2022). Purcell et al. (2019) further support this, noting that frequent travel and exposure to unfamiliar environments can heighten mental health challenges and impact overall well-being. Athletes are positively influenced by strong social interactions and the sense of belonging and identity they attain from their environments (O’Leary et al., 2022). What is more, rates of mental health concerns have increased following the COVID-19 pandemic (Levine et al., 2022), and according to McLane et al. (2024), rates were 1.5 to 2 times higher than those historically reported prior to the pandemic in 2020. The most common mental health disorders among athletes consistently identified in the literature are depression and anxiety (e.g., Henriksen et al., 2019; O’Connor et al., 2023; Warden et al., 2023), followed closely by eating disorders, stress, burnout, and suicide (e.g., Chrisman et al., 2024; Hebard et al., 2023; Mazzer & Rickwood, 2014). Other mental health disorders mentioned include substance use (e.g., Breslin et al., 2017; Russell et al., 2023), sleep disturbances (e.g., Baumann et al., 2024; Kvillemo et al., 2023), panic attacks (e.g., Chrisman et al., 2024; Mazzer & Rickwood, 2014), and mood or behavioral changes (e.g., Lebrun et al., 2020; Purcell et al., 2019). It is essential to note that untreated mental health disorders can lead to worsening symptoms, decreased athletic performance, and a loss of interest or motivation (Bissett et al., 2020). Stigma and Mental Health in Sports Due to the competitive nature of sports, which emphasizes both physical strength and mental resilience, athletes are often expected to display emotional toughness—a trait that is frequently celebrated (McLane et al., 2024). However, this expectation can come at the expense of their mental health, creating barriers that prevent open discussions about mental health issues, seeking help, and acknowledging personal struggles. Because toughness and resilience are 6 deeply rooted beliefs in the sports world, both athletes and athletic staff often believe that experiencing mental distress signifies weakness (Hegarty et al., 2018). In recent research, Beasley et al. (2024) identified stigma as a primary barrier to effective help-seeking behaviors, as athletes tend to exhibit high rates of internalized mental health stigma. Similarly, Lebrun et al. (2020) discussed stigmatization within sports and noted that athletes are often unwilling to show any sign of vulnerability to coaches, teammates, or competitors. Many athletes fear that displaying weakness will affect their relationships with coaches and teammates, influence how they are perceived, and potentially reduce their playing time (Beasley et al., 2024; Bissett et al., 2020). Individuals between the ages of 10 and 24 who experience mental health-related issues tend not to seek formal help and this age group has the lowest rate of mental health service use across their lifespan (Duffy et al., 2019). Similarly, Ferguson et al. (2019) reported that more than one-third of adolescents experiencing mental health challenges never seek professional help. Common reasons for this reluctance include negative attitudes toward treatment and helpseeking, poor mental health literacy and high levels of stigma. Unfortunately, negative attitudes toward help-seeking are even more prevalent among athletes than in the general population (Purcell et al., 2019), as they have traditionally been held to overwhelming expectations of physical strength and mental toughness (Breslin et al., 2022). Consequently, athletes may attempt to ignore or suppress emotional responses (Chrisman et al., 2024), as competitive sporting environments can create cultures that actively promote toughness and discourage signs of weakness (O’Leary et al., 2022), where performance and competition are prioritized above wellbeing (Tézier et al., 2025). Coaches’ Role in Supporting Athlete Mental Health 7 One of the recurrent themes in prior research is the crucial role coaches play in supporting their athletes’ mental health. Across studies, coaches generally agree that promoting mental health is part of their role, including raising awareness, having open conversations, early detection, facilitating help-seeking, and referring individuals to the appropriate resources (e.g., Lebrun et al., 2020; Mazzer & Rickwood, 2024; O’Connor et al., 2023). Coaches are pivotal in improving team culture due to the proximity, frequency, and influence they have with their athletes (Murphy & Sullivan, 2021). Creating an inclusive and supportive environment is part of the coaches’ role and Henriksen et al. (2019) believe that mental health promotion should be stated explicitly in procedure and protocol manuals for athletic performance, where help-seeking is a core function of training and self-care (Gerber et al., 2024). Creating inclusive and supporting environments encourage athletes to perform at their best, be who they are, ask for help, and access support resources for themselves and their teammates (McLane et al., 2024). Many authors agree that having open conversations about mental health issues can help decrease stigma levels (e.g., Hebard et al., 2023; McLane et al., 2024; Murphy & Sullivan, 2021), and influence athletes’ willingness to discuss mental health struggles and seek professional care (Beasley et al., 2024). Using modeling language and behaviors that explicitly communicate that mental health is important supports athletes’ help-seeking actions (O’Connor et al., 2023). In addition to creating a supportive team culture, coaches play a key role in recognizing when there is an issue and facilitating help-seeking for their athletes. Mazzer and Rickwood (2014) argue that a coach’s role is to be a useful resource of support by identifying concerns and facilitating help-seeking, as coaches serve as key gatekeepers and integral figures in an athlete’s life (O’Leary et al., 2022). Coaches have a responsibility to notice changes in their athletes’ 8 mental state and behavior (Baumann et al., 2024), due to regular contact, coaches can detect behavioral changes that may serve as warning signs, facilitating early intervention (Lebrun et al., 2020). Recognizing and responding to behavioral changes can contribute to strategies that increase access to and coverage of mental health support for athletes (O’Connor et al., 2023), whereas failure to do so may result in the athlete continuing to suffer indefinitely (Hegarty et al., 2018). The Coach-Athlete Relationship and Mental Health Another theme that emerged across prior research is the importance of the coach-athlete relationship (Ferguson et al., 2019). Hummell et al. (2022) state that the quality of this relationship is a key determinant of a positive sport experience. When coaches build trusting relationships with their athletes, athletes feel more comfortable and are more willing to communicate mental health concerns (Duffy et al., 2019). Trust is essential in the coach-athlete relationship, Mazzer and Rickwood (2014), suggest it can be developed by encouraging participation in group activities, being approachable, and maintaining open communication. Many coaches also use their own past experiences as an asset to build rapport with their athletes (Lauwerier et al., 2020). Coaches are particularly influential because they interact with athletes in many situations (Gerber et al., 2024). Thoughtful and respectful communication about both sport and life issues can help develop an effective coach-athlete relationship. Supporting this, Murphy and Sullivan (2021) state that “student-athletes feel supported when there is open and honest communication, and when the sporting staff is present and available” (p. 510). Ferguson et al. (2019) mention that a good-quality coach-athlete relationship is characterized by respect and appreciation for each other. Since coaches are viewed as role models, athletes feel more comfortable communicating mental health issues with coaches rather 9 than with parents or family members (Bissett et al., 2020; Mazzer & Rickwood, 2014). In many cases, coaches are able to communicate with athletes in ways that other stakeholders are not able to, making them suitable gatekeepers for connecting athletes to the appropriate help (Bissett et al., 2020). However, some athletes may be reluctant to share mental health struggles with their coach because they fear it will be perceived as weakness, disrupt the relationship dynamic, or affect their playing time (Beasley et al., 2024; Hegarty et al., 2018). A positive coach-athlete relationships is a key component of coaching effectiveness, as it is associated with better sport performance, lower injury rates, higher general happiness, and intrinsic forms of motivation (Gerber et al., 2024). Ultimately, a coach-athlete relationship based on trust can determine whether an athlete seeks help or not. Research shows that the way a coach acts, communicates, and reacts has a direct effect on athletes, influencing both their mood and mental health (Kvillemo et al., 2023). Sankey et al. (2023) suggest that coaches should adopt a holistic coaching approach, as it positively affects the well-being of athletes as well as communication and trust between them. Transformational leadership is positively associated with coach-athlete relationship quality too (Karayel et al., 2024). Transformational leadership involves leaders consistently inspiring and influencing team members’ behaviors to achieve collective objectives (Yildirim et al., 2023). Coaches must be aware of how they behave and communicate with their athletes, as it can significantly affect their mental health. Henriksen et al. (2019) suggest that a coaches’ relationship and the environment they create can nourish or malnourish athletes’ mental health. It is imperative that coaches who recognize athletes struggling with mental health challenges tailor their feedback to ensure they are not unintentionally harming them (Hegarty et al., 2018). Similarly, Gerber et al. (2024) recommend that training be tailored to match the age and 10 developmental needs of athletes, promoting healthy psychosocial development and supporting autonomy. Mental Health Literacy and Guidelines in Sports Mental health literacy of coaches or, particularly, the lack thereof, is a theme mentioned across prior research. Although most coaches recognize that mental health support is part of their role, some do not feel comfortable intervening because they do not believe they are qualified to do so and mention that other professionals are better equipped to assist with mental health concerns (Mazzer & Rickwood, 2014). Due to the lack of mental health literacy and established guidelines, some coaches are unsure on what to do because they do not want to negatively affect their athletes and make things worse (Bissett et al., 2020; Sankey et al., 2023). Although some mental health education resources are available to coaches, these have been deemed too basic, superficial and unrelated to the sports context (Warden et al., 2023). Lebrun et al. (2020) argue that coaches need more suitable and content-specific knowledge and tools to address mental health concerns and appropriately support their athletes. To maximize the impact of mental health literacy programs, Purcell et al. (2019) suggest that such programs should also be offered to athletes’ families and friends to enhance their ability to identify symptoms and encourage help-seeking, as some parents also mentioned that not knowing what to do was the most common barrier to facilitating help-seeking behaviors (Breslin et al., 2022). In their study, Hegarty et al. (2018) note that there are no minimum standards of education or training for collegiate coaches, which suggests that some coaches may have never received education regarding athlete mental health. Coaches often recognize their lack of knowledge and confidence in leading conversations about mental health (Russell et al., 2023) and express a desire to learn more, as they are uncertain about what helps their athletes and how 11 to provide the necessary support (Breslin et al., 2017; Ferguson et al., 2019). Studies show that developing coaches’ knowledge and competence may encourage behaviors such as promotion, prevention, and early intervention, as individuals tend to feel more competent, autonomous, and connected when an environment is properly structured (Duffy et al., 2019). A coaches’ beliefs about their own capabilities can have a significant impact on their engagement with athletes’ mental health concerns (O’Leary et al., 2022). However, the effectiveness of these interventions depends on how well coaches are able to provide appropriate knowledge, foster positive attitudes, and apply the necessary skills in health promotion initiatives (Hebard et al., 2023; Lauwerier et al., 2020). Although some sports organizations are trying to address this issue, there remains a lack of standardized approaches for integrating mental health training into sports coaching. Incorporating mental health education into sports coaching would not only equip coaches with the tools and knowledge to support their athletes but also allow them to foster a stigma-free and more inclusive environment. As mental health becomes an increasingly prominent topic in the sports world, it is essential that coaches are prepared to meet the needs of their athletes. Methods Design This study was originally designed as a larger-scale evaluation but was adapted into an exploratory pilot study due to feasibility considerations. This exploratory descriptive pilot study used quantitative (descriptive) and qualitative (thematic) components to examine the feasibility, acceptability, and preliminary influence of a Canvas-based mental health training framework for collegiate sports coaches. The study was designed to collect preliminary insights into how the training influenced coaches’ mental health knowledge, attitudes, and perceived ability to support 12 student-athletes, as well as to evaluate the practicality of incorporating the training within coaches’ limited schedules. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed thematically to identify common themes regarding the acceptability, accessibility, and perceived usefulness of the training. The pilot design allowed for the collection of preliminary data to guide future research directions. Participants Five full-time NCAA Division I head coaches in the western United States voluntarily participated in the study during Spring 2026. The sample included coaches from multiple men’s and women’s sports. All participants completed the Canvas-based training and pre- and posttraining surveys. Pseudonyms were used for participants and institutions to maintain confidentiality. Testing Instruments Quantitative data were collected using the Mental Health Literacy Scale (MHLS; O’Connor & Casey, 2015; Appendix A). The MHLS was administered to explore coaches’ knowledge, attitudes, and beliefs regarding mental health and help-seeking. The MHLS is a comprehensive tool developed to measure mental health literacy in adults, including the ability to recognize specific disorders, knowledge of how to seek mental health information, knowledge of risk factors and causes, knowledge of self-treatments and professional help available, and attitudes that promote recognition and appropriate help-seeking. The MHLS consists of 35 items rated on a Likert-type scale, with response options varying by item. For the present study, Items 9 and 10 were removed because they were developed for use in Australia and were not applicable within a United States context. All remaining items were retained in their original order. Items with a 4-point scale were rated from 13 “very unlikely/unhelpful” (1) to “very likely/helpful” (4), while items with a 5-point scale were rated from “strongly disagree/definitely unwilling” (1) to “strongly agree/definitely willing” (5). The researchers calculated Cronbach’s alpha coefficients to determine internal consistency, which ranged from .87 to .91 (O’Connor & Casey, 2015). The MHLS was administered twice: once prior to participation in the mental health training framework and again immediately following completion of the training. In addition to the MHLS, participants provided qualitative feedback through open-ended survey questions (Appendix B) regarding the acceptability, accessibility, and perceived usefulness of the training. Responses were analyzed thematically to identify common themes that provided insights into the feasibility and preliminary influence of the training. Procedure After receiving approval from the institutional review board at Weber State University, an initial email (Appendix C) was sent to Athletic Directors of the Division I institutions in the western United States. The email briefly explained the purpose of the study and requested permission to contact the head coaches of their institutions. Once permission was granted, head coaches were sent an email (Appendix D) inviting them to participate in the study. The email consisted of information regarding the study, a link to the informed consent form (Appendix E), and the demographic questionnaire (Appendix F). After completing the informed consent form and the demographic questionnaire, participating head coaches completed pre-training MHLS survey, followed by the Canvas-based mental health training. Upon completing the training, coaches completed the post-training MHLS survey and the open-ended feedback survey. Data Analysis 14 Due to the small sample size, quantitative MHLS data were analyzed descriptively, including individual pre- and post-training scores, means, and standard deviations. No inferential statistics were conducted due to the limited sample size. Qualitative responses were analyzed thematically to identify common themes in participants’ feedback regarding the acceptability, accessibility, and perceived usefulness of the training. Findings provided preliminary insights into the potential impact of the training and guided improvements for future studies. Short Description of the Training Framework Approximate Length: 2 hours (15-20 minutes per module) Number of Modules: 6 Modules Module Content: Self-paced Canvas course with short modules • Module 1: Understanding Mental Health in Sports o Define mental health in the sports context o Prevalence of mental health challenges in athletes o Impact on performance, sport satisfaction and overall well-being • Module 2: Common Athlete Mental Health Challenges o Overview of common mental health challenges among athletes • Module 3: Stigma & Help-Seeking o Understanding stigma in sports culture o Barriers to help-seeking among athletes o Myths vs. facts • Module 4: The Coach-Athlete Relationship o Building rapport with athletes can help with help-seeking o How to have open conversations about mental health 15 o Build a trusting and safe environment for athletes o Active listening and effective communication • Module 5: Referral & Campus Resources o Internal campus resources o External resources o How to refer athletes to the right sources • Module 6: Creating and Maintaining a Supportive Team Culture o Knowledge into practice o Personal action plan o Reference resource guide Format: • Short videos • Readings • Scenario based exercises • Quizzes for knowledge check • Reflection activities To provide additional clarity regarding the structure of this training framework, a sample module has been included in Appendix G. This sample is intended to illustrate the format and content participants engaged with throughout the training. Results Quantitative Findings 16 Five full-time NCAA Division I head coaches in the western United States completed the Canvas-based mental health training and the pre- and post-training MHLS surveys. Due to the small sample size, quantitative data were analyzed descriptively. Table 1 presents participants’ pre- and post-training MHLS scores. Individual scores suggested slight improvements across all participants. Pre-training scores ranged from 99 to 125, with a mean of 116.4 (SD = 11.0). Post-training scores ranged from 115 to 130, with a mean of 125.4 (SD = 6.0). Changes in individual scores ranged from 3 to 18 points, suggesting a preliminary increase in coaches’ mental health literacy following completion of the training. Table 1 Pre- and Post-Training MHLS Scores for Participating Coaches Participant Pre-Training MHLS Post-Training MHLS Change 1 125 128 3 2 99 115 16 3 124 128 4 4 122 126 4 5 112 130 18 Mean 116.4 125.4 9.0 SD 11.0 6.0 Note. MHLS = Mental Health Literacy Scale. Change values represent the difference between post-training and pre-training scores for each participant. Qualitative Findings Qualitative feedback was collected through open-ended survey questions regarding the acceptability, accessibility, and perceived usefulness of the training. Thematic analysis identified the following key themes. Relevance and Applicability Coaches reported that the materials and activities were relevant to their coaching roles. Reflection exercises and scenario-based questions appeared to encourage practical application. 17 One coach shared, “I thought the training was valuable and important. I liked the questions in the modules even more than the material - even though I thought the material was helpful. I just really felt the questions were thought and action provoking.” This response suggests that the interactive components of the training, such as reflection questions, may have supported engagement and encouraged participants to think more deeply about how to apply the content in real-life scenarios. Accessibility and Timing Limited schedules also emerged as a theme. However, participants expressed mixed preferences regarding time and manageability. Some coaches suggested the training could be shorter, while others preferred a longer completion window to allow flexibility. One coach stated, “It was valuable but if there is any way to make it a little shorter it would help.” Another coach shared, “It would be nice to have more time on each principle - maybe one principle per month over a 6month period.” These responses suggest that although the training was viewed as valuable, flexibility in length and pacing may be important to accommodate coaches’ varied and busy schedules. Appreciation for Participation All participants expressed gratitude for the opportunity to participate in the study and engage with the training, suggesting that coaches may have a desire to learn more about mental health and expand their knowledge and tools to better support their athletes. One coach enthusiastically noted, “I am grateful for the opportunity to participate. Thanks!” This response may indicate that coaches value opportunities for professional development related to mental health in sports context. Results Summary 18 Overall, the findings of this pilot study suggest that the Canvas-based mental health training framework was feasible and generally well-received by participating coaches. Quantitative data indicated preliminary improvements in mental health literacy across all participants, while qualitative feedback suggested that the training was relevant, applicable, and appreciated. Discussion The purpose of this pilot study was to develop and preliminarily evaluate a comprehensive mental health training framework specifically designed for collegiate sports coaches. The Canvas-based training focused on assessing feasibility, acceptability, and its preliminary influence on coaches’ mental health literacy. Overall, the findings from this study provide initial support for the feasibility and acceptability of the training and suggest a potentially positive influence on coaches’ knowledge and confidence in supporting studentathletes’ mental health. Descriptive results from the MHLS survey indicated that all participants showed an increase in mental health literacy following the completion of the training. Although the small sample size prevents definitive conclusions, the consistent improvement in scores across participants suggests that the training may have had a positive influence on coaches’ knowledge, attitudes, and beliefs related to mental health. Qualitative findings further suggest the acceptability and perceived usefulness of the training. Coaches reported that the materials and activities were relevant and practical to their roles. Reflection exercises and scenario-based questions appeared to encourage deeper engagement and thought. Accessibility was a key consideration as participants expressed mixed preferences regarding time and manageability. Some coaches preferred shorter modules due to demanding 19 schedules, while others valued the depth of the materials and suggested extending the completion window. These findings highlight the importance of flexibility in program design, particularly when working with groups that have significant time limitations. Additionally, all participants expressed appreciation for the opportunity to engage with the training, which may suggest a strong interest among coaches in developing their mental health knowledge and skills. This supports the relevance of continued mental health education in the sports context. In conclusion, the findings suggest that the mental health training framework may be feasible to implement and acceptable to participants. The preliminary improvements in MHLS scores, along with positive qualitative feedback, propose that the training may have the potential to enhance coaches’ mental health literacy and confidence in supporting student-athletes. Limitations Several limitations should be considered when understanding these findings. First, due to the small sample size (n = 5) the results may not apply to a larger group, and statistical tests for significance were not possible. Second, participants were limited to NCAA Division I coaches in the western United States, which may not represent other coaches at other levels, regions, or countries. Third, participants provided self-reported information which may be influenced by personal bias. Finally, the short duration of the study does not allow for assessment of long-term changes in coaching practices. Despite these limitations, this pilot study provides valuable insights for future research and practice. Findings based on participant feedback suggest that adjusting module length and completion timelines could make the training framework more accessible to coaches with demanding schedules. Future studies with larger and more diverse samples are needed to more thoroughly evaluate the effectiveness of the training and its lasting impact on athletes. 20 Future Impact Statement With further development, this mental health training framework could be expanded into workshops or online modules, which may provide athletics programs at multiple levels with knowledge and tools to support more supportive, stigma-free environments that may enhance athlete well-being and potentially extend its applicability beyond collegiate sports. 21 References Baumann, L., Schneeberger, A. R., Currie, A., Iff, S., Seifritz, E., & Claussen, M. C. (2024). Mental health in elite coaches. Sports Health: A Multidisciplinary Approach, 16(6), 1050–1057. https://doi.org/10.1177/19417381231223472 Beasley, L., Hoffman, S., & Sears, J. (2024). The mental health literacy of NCAA college coaches: Knowledge, beliefs, and resources. 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Therefore when choosing your response, consider that: Very Unlikely = I am certain that it is NOT likely Unlikely = I think it is unlikely but am not certain Likely = I think it is likely but am not certain Very Likely = I am certain that it IS very likely 1 If someone became extremely nervous or anxious in one or more situations with other people (e.g., a party) or performance situations (e.g., presenting at a meeting) in which they were afraid of being evaluated by others and that they would act in a way that was humiliating or feel embarrassed, then to what extent do you think it is likely they have Social Phobia Very Unlikely Unlikely Likely Very Likely 2 If someone experienced excessive worry about a number of events or activities where this level of concern was not warranted, had difficulty controlling this worry and had physical symptoms such as having tense muscles and feeling fatigued then to what extent do you think it is likely they have Generalized Anxiety Disorder Very Unlikely Unlikely Likely Very Likely 3 If someone experienced a low mood for two or more weeks, had a loss of pleasure or interest in their normal activities and experienced changes in their appetite and sleep then to what extent do you think it is likely they have Major Depressive Disorder Very Unlikely Unlikely Likely Very Likely 4 To what extent do you think it is likely that Personality Disorders are a category of mental illness Very Unlikely Unlikely Likely Very Likely 5 To what extent do you think it is likely that Dysthymia is a disorder Very Unlikely Unlikely Likely Very Likely 6 To what extent do you think it is likely that the diagnosis of Agoraphobia includes anxiety about situations where escape may be difficult or embarrassing Very Unlikely Unlikely Likely Very Likely 27 7 To what extent do you think it is likely that the diagnosis of Bipolar Disorder includes experiencing periods of elevated (i.e., high) and periods of depressed (i.e., low) mood Very Unlikely Unlikely Likely Very Likely 8 To what extent do you think it is likely that the diagnosis of Drug Dependence includes physical and psychological tolerance of the drug (i.e., require more of the drug to get the same effect) Very Unlikely Unlikely Likely Very Likely When choosing your response, consider that: • • • • Very Unhelpful = I am certain that it is NOT helpful Unhelpful = I think it is unhelpful but am not certain Helpful = I think it is helpful but am not certain Very Helpful = I am certain that it IS very helpful 11 To what extent do you think it would be helpful for someone to improve their quality of sleep if they were having difficulties managing their emotions (e.g., becoming very anxious or depressed) Very Unhelpful Unhelpful Helpful Very Helpful 12 To what extent do you think it would be helpful for someone to avoid all activities or situations that made them feel anxious if they were having difficulties managing their emotions Very Unhelpful Unhelpful Helpful Very Helpful When choosing your response, consider that: • • • • Very Unlikely = I am certain that it is NOT likely Unlikely = I think it is unlikely but am not certain Likely = I think it is likely but am not certain Very Likely = I am certain that it IS very likely 13 To what extent do you think it is likely that Cognitive Behavior Therapy (CBT) is a therapy based on challenging negative thoughts and increasing helpful behaviors Very Unlikely 14 Unlikely Likely Very Likely 28 Mental health professionals are bound by confidentiality; however there are certain conditions under which this does not apply. To what extent do you think it is likely that the following is a condition that would allow a mental health professional to break confidentiality: If you are at immediate risk of harm to yourself or others Very Unlikely Unlikely Likely Very Likely 15 Mental health professionals are bound by confidentiality; however there are certain conditions under which this does not apply. To what extent do you think it is likely that the following is a condition that would allow a mental health professional to break confidentiality: if your problem is not life-threatening and they want to assist others to better support you Very Unlikely Unlikely Likely Very Likely Please indicate to what extent you agree with the following statements: Strongly disagree Disagree Neither agree nor disagree 16. I am confident that I know where to seek information about mental illness 17. I am confident using the computer or telephone to seek information about mental illness 18. I am confident attending face to face appointments to seek information about mental illness (e.g., seeing the GP) 19. I am confident I have access to resources (e.g., GP, internet, friends) that I can use to seek information about mental illness Please indicate to what extent you agree with the following statements: Agree Strongly agree 29 Strongly disagree Disagree Neither agree nor disagree Agree Strongly agree 20. People with a mental illness could snap out if it if they wanted 21. A mental illness is a sign of personal weakness 22. A mental illness is not a real medical illness 23. People with a mental illness are dangerous 24. It is best to avoid people with a mental illness so that you don't develop this problem 25. If I had a mental illness I would not tell anyone 26. Seeing a mental health professional means you are not strong enough to manage your own difficulties 27. If I had a mental illness, I would not seek help from a mental health professional 28. I believe treatment for a mental illness, provided by a mental health professional, would not be effective Please indicate to what extent you agree with the following statements: Definitely Probably Neither Probably unwilling unwilling unwilling willing nor willing 29. How willing would you be to move next door to someone with a mental illness? 30. How willing would you be to spend an evening socialising with someone with a mental illness? 31. How willing would you be to make friends with someone with a mental illness? 32. How willing would you be to have someone with a mental Definitely willing 30 illness start working closely with you on a job? 33. How willing would you be to have someone with a mental illness marry into your family? 34. How willing would you be to vote for a politician if you knew they had suffered a mental illness? 35. How willing would you be to employ someone if you knew they had a mental illness? Scoring Total score is produced by summing all items (see reverse scored items below). Questions with a 4-point scale are rated 1- very unlikely/unhelpful, 4 – very likely/helpful and for 5-point scale 1 – strongly disagree/definitely unwilling, 5 – strongly agree/definitely willing Reverse scored items: 10, 12, 15, 20-28 Maximum score – 160 Minimum score - 35 31 Appendix B: Open-Ended Feedback Survey Questions 1. What did you find most useful about this mental health training? 2. Which parts of the course, if any, felt less relevant to your role as a coach? Why? 3. Did completing this course increase your confidence in recognizing or responding to student-athlete mental health concerns? How? 4. How manageable was it for you to complete this course given your coaching responsibilities? Please explain. 5. Would you recommend this training to other coaches? Why or why not? 6. What changes or additions would improve this training for collegiate coaches in the future? 7. Is there anything else you would like to share about your experience with this course? 32 Appendix C: Email to Athletic Directors Hello _________, My name is Ana Morett, and I am a former women’s tennis student-athlete (2019-2024) at Weber State University. Currently, I have the great honor of serving as a Graduate Assistant for the team while completing my master’s degree in Sports Coaching Leadership. I am writing to request your permission to contact the head coaches at your institution regarding participation in my thesis research study on mental health literacy among Division I coaches. Participation in this study would involve: • Completing a pre-training online survey (Mental Health Literacy Scale), approximately 10-15 minutes. • Completing a self-paced mental health training course, approximately 2-3 hours total. • Completing the post-training online survey (the same survey as the pre-test), approximately 10-15 minutes. All coaches and institutions will remain completely anonymous, and all data will be kept confidential. Participants may ask questions at any time and will have access to the study’s findings once the project is complete. The results from this research project will be used for educational purposes only and will support collegiate coaches in better identifying and responding to student-athlete mental health needs. Your permission to contact your head coaches would be greatly appreciated. Please respond at your earliest convenience with either permission granted or denied. Thank you very much for your time and consideration. Sincerely, 33 Ana Morett Graduate Assistant, Women’s Tennis Weber State University (801) 548-2804 anamorettsalas@weber.edu 34 Appendix D: Email to Division I Head Coaches Hello Coach, My name is Ana Morett, and I played tennis for Weber State University from 2019-2024. I now have the privilege of serving as a Graduate Assistant for the team while completing my master’s degree in Sports Coaching Leadership. I am conducting a research project for my thesis on mental health literacy among Division I coaches, and I am reaching out to invite you to participate. Your involvement would include: • Completing a pre-training online survey (Mental Health Literacy Scale), approximately 10-15 minutes. • Completing a self-paced mental health training course, approximately 2-3 hours total. • Completing a post-training online survey (the same survey as the pre-test), approximately 10-15 minutes. Participation is completely voluntary, and all responses will remain anonymous and confidential. You may ask questions at any time and will have access to the study’s findings once it is complete. The link provided will take you to the informed consent form, followed by the demographic questionnaire and the pre-training Mental Health Literacy Scale survey. If you would like to participate, please click the link to begin the questionnaire: https://forms.gle/KqJ1x3B6TbGHpUA9A I thank you in advance for your time and consideration–I greatly appreciate your support. Sincerely, Ana Morett 35 Graduate Assistant, Women’s Tennis Weber State University (801) 548-2804 anamorettsalas@weber.edu 36 Appendix E: Informed Consent Form Study Title: Mental Health in Sports: A Pilot Feasibility Study of a Mental Health Literacy Training for Collegiate Coaches Researcher: Ana Morett Faculty Advisor: Dr. Ryan Zimmerman Purpose The purpose of this study is to examine mental health literacy among Division I collegiate coaches and to evaluate the effectiveness of a mental health training program designed specifically for coaches. The results may contribute to the development of more effective mental health education for coaches and help create more supportive, stigma-free environments for student-athletes. Procedures If you agree to participate in this study, you will be asked to complete the following: • A brief demographic questionnaire, approximately 3-5 minutes • A pre-training survey (Mental Health Literacy Scale), approximately 10-15 minutes • A self-paced online mental health training module series, approximately 2-3 hours total • A post-training survey (the same survey as the pre-test), approximately 10-15 minutes Confidentiality All information collected in this study will remain confidential. Pseudonyms will be used for your name and institution to protect confidentiality, and any identifying information will not be recorded or linked to your responses. You may ask questions at any time and will have access to the study’s findings once it is complete. Statement of Consent 37 By proceeding with the survey, you acknowledge that you have read and understood this consent form, voluntarily agree to participate, and give permission for your data to be included in this research study. 38 Appendix F: Demographic Questionnaire 1. Age (Fill in the blank): ______ years 2. Gender (Check the one that applies): Male Female Non-binary Transgender Prefer not to say Other: ______ 3. Race/Ethnicity (Select all that apply): White Black/African American Native American/Alaska Native Asian Native Hawaiian/Pacific Islander Hispanic/Latino Middle Eastern/North African Prefer not to say Other: ______ 4. Highest Level of Education Completed (Check the one that applies): Bachelor’s degree Master’s degree 39 Doctoral degree Other: ______ 5. Sport Coached (Fill in the blank): ______ 6. Team Gender (Select all that apply): Men’s team Women’s team Co-ed/Mixed-gender team Prefer not to say Other: ______ 7. Years of Coaching Experience (Fill in the blank): ______ years 8. Previous Mental Health Training (if any): None Brief workshop/seminar Online course Formal certification/program Other: ______ 9. Current Team Size (Fill in the blank): ______ athletes 40 Appendix G: Sample Module Understanding Mental Health in Sports Module 1: Overview Mental health in sports is a key factor in an athlete’s performance, satisfaction, and overall wellbeing. In this module, you will gain a foundational understanding of mental health in the sports context and learn why supporting mental well-being is essential for both athletes and coaches. By the end of this module, coaches will: • Understand what mental health means in a sport context. • Recognize how common mental health challenges are among athletes. • Understand why mental health directly impacts performance and well-being. Reading/Videos Mental Health of Athletes (8-minute Video) The following video shows real ways mental health can impact athletes and why it matters as much as physical health. See real athletes share how mental health affects their performance, well-being, and how many athletes struggle when they define themselves solely by their sport. Learn how coaches can make a positive difference. Mental Health of Athletes Student-Athlete Testimony (5-minute Read) Student-athletes face intense demands both on and off the field. This article highlights a studentathlete's perspective with mental health, showing how it can affect performance, well-being, and daily life — and why support from coaches is so important. What Student Athletes (and Their Coaches) Need to Know About Mental Health 41 Optional (21-minute Video): In this 21-minute video, former Division I athlete Victoria Garrick shares personal experience with the mental health challenges athletes often face behind the scenes. Athletes and Mental Health: The Hidden Opponent | Victoria Garrick | TEDxUSC To Do Share Your Knowledge Please answer the following questions (3-4 sentences): 1. Which sport-related pressures do you observe most commonly in athletes? 2. How might mental health challenges impact athletic performance? 3. What are some practical ways you, as a coach, could create a supportive environment to help athletes manage mental health challenges? Reflection Takeaways • Athletes face many of the same mental health challenges as non-athletes, along with additional sport-specific pressures. • Mental health is just as important as physical health in sports and impacts performance, enjoyment, relationships, and safety. • Recognizing common mental health challenges and early warning signs is essential for supporting athletes effectively.