Running Head: MENTAL HEALTH OF COLLEGE ATHLETES VS NON-ATHLETES 1

Comparing the Mental Health of College Athletes and Non-athletes

Charlie Suter

University of Lynchburg
MENTAL HEALTH OF COLLEGE ATHLETES VS NON-ATHLETES 2

Abstract

Introduction: While there is a decent amount of research on the mental health of college students,

there is a lesser amount of research on the subset of college student-athletes. There is currently

little to no research which compares the overall mental health of the two groups. The purpose of

this study is to highlight the differences between the overall mental health of college student-

athletes and non-athletes.

Methods: Fifty undergraduate college students with various campus involvement from several

universities completed a one-time 12-question electronic survey. The survey was delivered

through email to all undergraduate college students. Participation was optional and no reward or

penalty was given as a result of the students’ decisions. The students who chose to participate

completed a survey on Google forms, and all of the data was stored on a Google spreadsheet.

Results: The results showed that 52% of participants were athletes and 48% were non-athletes.

Furthermore, athletes and non-athletes were found to experience mental health very similarly.

60% of the participants cited academics as a cause of their mental health issues. 69% of athletes

in the sample cited their involvement in varsity athletics as a cause of their mental health issues.

It was also found that 60% of the total sample had not sought treatment for their mental health

issues.

Conclusion: This study shows that athletes are not at any significant higher risk of developing

mental health issues. However, additional research is needed in order to further support this

finding.
MENTAL HEALTH OF COLLEGE ATHLETES VS NON-ATHLETES 3

Comparing the Mental Health of College Athletes and Non-Athletes

In recent years, there has been a large decline in the overall mental health of college

students in both the United States and abroad. The World Health Organization (2019) defines a

good mental health as “a state of well-being in which every individual realizes his or her own

potential, can cope with the normal stresses of life, can work productively and fruitfully, and is

able to make a contribution to her or his community.” Many college students are not meeting the

criteria that constitutes a good mental health. In a survey sent out to university and college

counseling centers across the United States found that students were seeking treatment for a

variety of mental health issues including anxiety, depression, stress, relationship and family

issues, academic and social difficulties, and suicidal ideation (LeViness, Bershad, Gorman,

Braun, and Murray, 2018). The negative impact that these and other mental health issues can

have on college students can affect their academic performance and be detrimental to their

overall health. However, it is currently unclear to what extent these disorders have on collegiate

athletes and what impact the added stressor of varsity-level sports involvement has on them.

There is very limited research on the mental health of collegiate student-athletes compared to

regular students which is why there is a need for more.

One study found that in a sample of thirteen thousand nine hundred and eighty-four full-

time college students, thirty-one percent had reported experiencing some form of mood, anxiety,

or substance based mental health disorder for the past twelve months and thirty-five percent had

experienced them throughout their lives (Auerbach et al., 2018). Mood disorders include various

types of depression ranging from major depressive disorder, bipolar disorder, and seasonal

affective disorder (Mayo Clinic, 2018). Anxiety disorders include generalized anxiety disorder,

panic disorder, specific phobias, and agoraphobia (Mayo Clinic, 2018). Substance based
MENTAL HEALTH OF COLLEGE ATHLETES VS NON-ATHLETES 4

disorders include any addiction or dependence on both legal and illegal drugs and alcohol (Mayo

Clinic, 2017). In a separate study, it was found that over sixty percent of a five thousand college

student sample had self-reported difficulties with anxiety, stress, and sleep which can have a

negative impact on their mental health (Iturrioz, Cerretani, and Garay, 2017). In a study sampling

one thousand six hundred forty-six college students in Northern Ireland found that thirty-one

percent were suffering from suicidal ideation, twenty-four percent from depression, and twenty-

two percent from anxiety (McLafferty, 2017). Auerbach et al. (2018) found in their study that the

disorder which was most common among college student respondents was major depressive

disorder. Zhao and Zhang (2018) found that, in their study of five hundred and thirty-nine

Chinese and American students, eighty-nine percent of the American students suffered from

depression due to the psychological strains of college. An additional study found that, in a

sample of six hundred and thirty-one student respondents who were asked to rank a list of forty-

one different stressors and identify if they were experiencing any depressive symptoms, almost

forty-seven percent showed that they did have depressive symptoms (Acharya et al., 2018).

Acharya et al. (2018) also found that the most common stressors that led to depressive symptoms

among the students were a change in social activities, working with strangers, a change in

sleeping habits, and receiving a low grade, which was the highest correlate of all.

Lifestyle behaviors while attending a college or university can also have a large impact on

students’ mental health. Studies have found that college students with higher drug, alcohol, and

tobacco or nicotine use have a greater likelihood of developing mental health issues (Jao,

Robinson, Kelly, Ciecierski, & Hitsman, 2019; Ridner, Newton, Staten, Crawford, & Hall,

2016). Ridner, Newton, Staten, Crawford, and Hall (2016) also found that in addition to drugs,

alcohol, and tobacco, poor diet, inadequate sleep, sexual behavior, and low amounts of exercise
MENTAL HEALTH OF COLLEGE ATHLETES VS NON-ATHLETES 5

can have a negative impact on students' mental health. It is important to stress to students that a

healthy lifestyle can be very beneficial to their overall mental health.

Exercise can have a large impact on a student’s mental health. It is also a possible benefit

that collegiate athletes might have due to a consistent exercise schedule. Ridner, Newton, Staten,

Crawford, and Hall (2016) found that physical activity should, in the majority of cases, cause

college students to have lowered amounts of mental health issues. Another study similarly

concluded that students who consistently exercised had higher levels of self-reported happiness,

which was even higher if the student was able to exercise more than expected, and lower levels

of anxiety (Kroencke, Harari, Katana, & Gosling, 2019). Annesi, Porter, Hill, and Goldfine

(2017) found that a negative mood has a negative correlation with physical activity, meaning that

an increase in physical activity will lead to a decrease in negative mood which can benefit the

overall mental health of students.

A lack of treatment can prolong mental health issues that students are experiencing which

can further diminish their mental health. McLafferty et al. (2017) found that in their sample of

one thousand six hundred forty-six college students, only ten percent received treatment for their

mental issues. In addition, twenty-one percent of males and fifteen percent of females reported

that they would not seek treatment (McLafferty et al., 2017). A separate study found that

collegiate athletes and non-athlete students were equally not as likely to seek treatment for

mental illness (Barnard, 2016). Another study found that collegiate athletes have an additional

source for assistance with mental issues, seventy-three percent of athletes felt that they could

confide in a coach about their mental health (NCAA, 2016).

Current research regarding the overall mental health of collegiate athletes is extremely

limited. The National Collegiate Athletic Association GOALS study does cover the mental
MENTAL HEALTH OF COLLEGE ATHLETES VS NON-ATHLETES 6

health of student-athletes, but it remains limited. Their study did report that thirty percent of

athletes self-reported that they felt overwhelmed by both academic and athletic demands, which

is an increase from their previous study in 2010 (NCAA, 2016). They also found that one-fourth

of athletes reported that they were exhausted from the mental demands of their sport and one-

third were exhausted from the physical demands (NCAA, 2016). The study also acknowledges

the rise of mental health issues among college students but does not specifically measure any

impacts that it has had on the athletes or identify the prevalence of any specific mental disorders.

Poor mental health among college students is present on university and college campuses

worldwide. It can be brought on by a variety of mental health issues like various forms of

depression, anxiety, and stress. The mental health of students can be further negatively impacted

due to specific demographics, such as being in the sexual minority or being a previous victim of

bullying, and behaviors, such as drug and alcohol abuse, tobacco use, or poor diet. Exercise has

proven to help improve the mental health of students if done regularly. While the majority of

research can apply to both athlete and non-athlete college students there is still the need for

further research into how student-athletes’ mental health can differ. The added stress and anxiety

of athletic performance, time management of both academic and athletic tasks, and consistent

exercise could have a significant impact on the mental health of collegiate athletes. There is a

need for research that can highlight the differences in student mental health that varsity athletic

involvement can cause. The purpose of this study is to determine whether or not collegiate

athletes experience mental health differently than non-athlete counterparts.

Methods

The target population for this research study is all four levels of undergraduate college

students at various universities. Participants will be recruited through a school-wide email sent
MENTAL HEALTH OF COLLEGE ATHLETES VS NON-ATHLETES 7

by Dr. Tonya Price to all undergraduate students at universities that are members of the NCAA

at divisions I, II, or III. The email will contain a brief explanation of the study and a link to the

one-time 12-question electronic survey. In addition, the informed consent will be attached to the

bottom of the email for all participants to read prior to completing the survey. This agreement

will include the purpose of the study, risks and benefits, confidentiality, estimated time for

completion, as well as contact information. After the first email is sent out, Dr. Price will resend

the email two more times; one time each week for two weeks. Data will be collected from the

responses obtained through the Google form, which was created in its entirety by the researcher.

Students will have the freedom to choose whether or not they complete the survey, and they will

face no penalties or receive any rewards for their decision. Responses to the survey will be

collected and stored in a Google sheets spreadsheet. A copy of the informed consent can be

found in Appendix A. The survey questions can be found in Appendix B.

Delimitations and Assumptions

This study plans to only work with college and university undergraduates of all genders

and ethnicities. It is assumed that all respondents to the survey will be truthful with their answers

and by agreeing to the informed consent agreement that the participant is over the age of

eighteen.

Terminology

1. Mental health is a state of well-being in which every individual realizes his or her own

potential, can cope with the normal stresses of life, can work productively and fruitfully,

and is able to make a contribution to her or his community.

2. Mental Illness is a condition that affects a person’s thinking, feeling, or mood.

MENTAL HEALTH OF COLLEGE ATHLETES VS NON-ATHLETES 8

3. Depression is a mood disorder that causes a persistent feeling of sadness and loss of

interest.

4. Anxiety is a feeling of worry, nervousness, or unease, typically about an imminent event

or something with an uncertain outcome.

5. Stress is a physical, mental, or emotional factor that causes bodily or mental tension.

6. An eating disorder is any of a range of psychological disorders characterized by

abnormal or disturbed eating habits.

Results

The distribution of the sample was that fifty two percent (n=26) of the participants were

athletes and forty eight percent (n=24) were non-athletes. Twenty three percent (n=6) of the

athletes participating in the survey compete in Division I athletics, thirty one percent (n=8)

compete in Division II, and forty six percent (n=12) compete in Division III. Of the fifty

participants, eighteen percent (n=9) were freshman, thirty two percent (n=16) were sophomores,

thirty four percent (n=17) were juniors, and sixteen percent (n=8) were seniors. Fifty percent

(n=25) of the participants are involved with campus organizations. Forty percent (n=20) are

unemployed, fourteen percent (n=7) have off-campus jobs, and forty six percent (n=23) have on-

campus jobs. Six percent (n=3) of the participants claimed to not suffer from any mental health

issues, eight percent (n=4) suffer from an eating disorder, sixteen percent (n=8) from depression,

sixteen percent (n=8) from anxiety, thirty percent (n=15) from stress, and twenty four percent

(n=12) suffer from multiple issues.

When examining athlete and non-athlete mental health issues separately, the data results

show that collegiate athletes experience mental health similarly to their non-athlete counterparts.
MENTAL HEALTH OF COLLEGE ATHLETES VS NON-ATHLETES 9

The prevalence of stress, depression, anxiety, and eating disorders is relatively the same, varying

by only one to two percent in most areas (see figures 1 and 2).

Sixty percent of the participants (n=30) cited academics as a cause of their mental health

issues. Twenty four percent (n=12) cite involvement in a campus organization, fifty percent

(n=25) cite familial issues, and sixty percent (n=30) cite an on or off campus job as a source of

their mental health issues. Of the twenty six athletes in the fifty participant sample, sixty nine

percent (n=18) cite their involvement with a varsity athletic team as a cause of their mental

health issues (see figure 3).

It was found that sixty percent (n=30) of the total sample had not sought treatment for

their mental health issues. Of the twenty four non-athletes in the sample, fifty percent (n=12) of

them have sought counseling or help for their mental health issues (see figure 4). Only thirty

percent (n=8) of the twenty six athletes in the study have sought counseling or help (see figure

5).

Figure 1: Mental Health Issues Present Among Non-athletes

MENTAL HEALTH OF COLLEGE ATHLETES VS NON-ATHLETES 10

Figure 2: Mental health issues present among athletes

Figure 3: Percentage of mental health issues that result due to involvement with a varsity athletic

team.
MENTAL HEALTH OF COLLEGE ATHLETES VS NON-ATHLETES 11

Figure 4: Non-Athletes who have sought counseling or help for any of the named mental health

issues.

Figure 5: Athletes who have sought counseling or help for any of the named mental health

issues.

Discussion
MENTAL HEALTH OF COLLEGE ATHLETES VS NON-ATHLETES 12

Full time college students reported experiencing some form of mood, anxiety, or

substance based mental health disorder (Auerbach et al., 2018). When compared to the current

study, the results are consistent, showing that both athlete and non-athlete students are mainly

suffering from stress, depression, and anxiety. This is also consistent with the studies done by

Iturrioz, Cerretani, and Garay (2017) and McLafferty (2017). The results do conflict with the

findings of Ridner, Newton, Staten, Crawford, and Hall (2016) and Kroencke, Harari, Katana, &

Gosling (2019) who found that physical activity can cause college students to have lowered

amounts of mental health issues. In this study, the athletes’ added consistency of exercise did not

seem to have a significant effect on their mental health.

McLafferty et al. (2017) found that in their sample only ten percent of college students

received treatment for their mental issues. These low percentages are consistent with the current

study which showed sixty percent of students did not seek treatment. The similar percentages of

in sought treatment between athletes and non-athletes is consistent with the findings of Barnard

(2016). This suggests that college students, regardless of athletic involvement, are likely not to

seek treatment for mental illness due to possible negative social stigma.

Limitations

Limitations in this study include the limiting and generalization of choices for mental

health issues in the survey sent to participants. Also, only fifty students responded to the survey.

This limits the ability to generalize the findings to a larger population. Another limitation is the

possibility of low availability or access to a laptop or computer that students need in order to

complete the survey.

Conclusion
MENTAL HEALTH OF COLLEGE ATHLETES VS NON-ATHLETES 13

The results of this study can impact college and university health practices and future

health promotion activities in the future. This is because the knowledge gained about the low

numbers of treatment seeking among students can guide them to increase the promotion of

mental health services. Athletic departments and coaches now know that athletes are not at any

significant higher risk of developing mental health issues, however further research with a larger

sample size would be beneficial. Future researchers may take this further by looking into specific

sports or specific mental health issues.

MENTAL HEALTH OF COLLEGE ATHLETES VS NON-ATHLETES 14

Appendix A: Informed Consent

Informed Consent Agreement

Please read this consent agreement carefully before you decide to participate in the research study.

Project Title: Comparing the Mental Health of College Athletes and Non-athletes

Purpose: The purpose of this research study is to identify any differences between the mental health of collegiate
athletes and non-athlete college students.

Participation: You are being asked to participate in this study because you are a college student. This study will
take place at the University of Lynchburg. You will be asked to complete a simple 12 question electronic survey.

Time Required: Your participation is expected to take about 15 minutes to complete the survey.

Risks & Benefits: The potential risks associated with this study are no more than minimal risks. The study is
expected to benefit you by identifying possible sources of any mental health issues that college students are
experiencing. In addition, the study is expected to benefit society by identifying and comparing the causes of any
mental health issues that are prevalent among college athletes and regular students.

Compensation: There is no compensation for participation in this study.

Voluntary Participation: Please understand that participation is completely voluntary. You have the right to
refuse to participate and/or answer any question(s) for any reason, without penalty. You also have the right to
withdraw from the research study at any time without penalty. If you want to withdraw from the study do not
submit your survey. The researcher also has the right to end subject participation in the study if the researcher feels
that the situation is harmful or dangerous to the participant, as some questions asked in the survey could bring up
past or present sensitive topics to the subjects.

Confidentiality: Your individual privacy will be maintained throughout this study by the researcher. In order to
preserve the confidentiality of your responses, all respondents' email addresses will not be collected.

Whom to Contact with Questions: If you have any questions or would like additional information about this
research, please contact Charlie Suter at suter_c@lynchburg.edu, (xxx)-xxx-xxxx. You can also contact my faculty
research sponsor, Dr. Tonya Price, who is the Principle Investigator (PI) for this project and is supervising my work
on the study, price.t@lynchburg.edu, (xxx)-xxx-xxxx. The University of Lynchburg Institutional Review Board
(IRB) for Human Subjects Research has approved this project. This IRB currently does not stamp approval on the
informed consent/assent documents; however, an approval number is assigned to approved studies – the approval
number for this study is XXXXXXXX. You may contact the IRB Director and Chair through the Office of the
Associate Dean for Academic Affairs at Lynchburg College at 434.544.8327 or irb-hs@lynchburg.edu with any
questions or concerns related to this research study.

Agreement: I understand the above information and have had all of my questions about participation in this
research study answered. By signing below I voluntarily agree to participate in the research study described above
and verify that I am 18 years of age or older.

If you agree to informed consent, proceed to the survey by clicking the link below

Mental Health of College Athletes VS Non-Athletes Survey

Appendix B: Survey Tool

MENTAL HEALTH OF COLLEGE ATHLETES VS NON-ATHLETES 15

Mental Health of College Athletes VS Non-Athletes

Please complete the following survey. * Required

1. Are you currently a member of a collegiate athletic team? *

a. Yes
b. No
2. If yes, What NCAA Division do you compete in?
a. Division I
b. Division II
c. Division III
3. What is your current class rank? *
a. Freshman
b. Sophomore
c. Junior
d. Senior
4. Are you currently involved in any campus organizations? (Ex: Fraternity, Sorority, Club,
etc.) *
a. Yes
b. No
5. Do you currently have an on or off-campus job? *
a. On-campus job
b. Off-campus job
c. Neither/Unemployed
6. Do you currently or have you ever suffered from any of the following mental health
issues? (Check all that apply) *
a. Anxiety
b. Depression
c. Stress
d. Eating Disorder
e. None
f. Other:
MENTAL HEALTH OF COLLEGE ATHLETES VS NON-ATHLETES 16

7. Are any of the previously selected mental health issues a result of academics? *
a. Yes
b. No
8. Are any of the previously selected mental health issues a result of your involvement with
a varsity athletic team? *
a. Yes
b. No
c. Not a member of an athletic team
9. Are any of the previously selected mental health issues a result of your involvement with
a campus organization? (Ex: Fraternity, Sorority, Club, etc.) *
a. Yes
b. No
c. Not a member of a campus organization
10. Are any of the previously selected mental health issues a result of your on or off-campus
job? *
a. Yes
b. No
c. Unemployed
11. Are any of the previously selected mental health issues a result of family issues? *
a. Yes
b. No
12. Have you sought any counseling or help for any of the previously selected mental health
issues? *
a. Yes
b. No
MENTAL HEALTH OF COLLEGE ATHLETES VS NON-ATHLETES 17

Appendix C: IRB

University of Lynchburg (UL) Institutional Review Board (IRB) for Human Subjects
Research

Exempt Status Protocol Proposal

Dear investigator,

Read the information in this protocol proposal carefully, as our policies and procedures are
updated regularly to reflect federal regulations and guidance. This protocol proposal is for
exempt status proposals only. Complete the protocol proposal and supply the required
attachments in accordance with the instructions provided. Questions and inquiries should be
directed via email to the IRB Director, Dr. Tom Bowman, at IRB-HS@lynchburg.edu.

About Exempt Status and the Review of Exempt Status Acknowledgement Submissions: While
the term “exempt” might indicate to some that a review is not involved, this is not the case. The
UL IRB reviews basic information about an activity that the investigator presumes to qualify for
exempt status; an acknowledgement of exempt status is required before the research activity can
be conducted. Exempt research requires annual continuing review and renewal (see UL IRB
Policy and Procedure Manual, Section 4.5 “Continuing Review” for more information). The IRB
Director, or his/her designee, will review the exempt status protocol proposal and supporting
documents; if the study does qualify for exempt status, then an exemption acknowledgement will
be provided to the research team. Investigators are not permitted to determine on their own that
their research is exempt. Federal regulations list six categories of exempt research (see 45 CFR
46.101(b)), and these are components of the assessment of the review status. Additional
considerations include risk, benefits, privacy, and confidentiality. Federal regulations should be
viewed as a “floor,” and not a “ceiling” for the UL IRB’s assessment of and regulations on the
protection of human subjects in research.

Additional Information Regarding Human Subjects Research Protection at Lynchburg College:

A complete list of policies and procedures can be found on the UL IRB website and in the UL
IRB Policy and Procedure Manual, which is available on the website. All research activities
involving the use of human beings as research subjects must be reviewed and approved by the
UL IRB, unless the IRB Director determines that the activity does not qualify as human subjects
research and is thereby non-reviewable. Members of the research team are not permitted to
recruit or begin data collection until approval has been provided by the Director of the IRB.
Undergraduate students are not permitted to serve as Principal Investigator (PI) for a research
study and must have a faculty mentor as the study PI; graduate students may serve as Co-
Principal Investigator (Co-PI) along with a faculty member. Federal regulations and guidance are
seen as a "floor," not a "ceiling," for the protection of human subjects.
MENTAL HEALTH OF COLLEGE ATHLETES VS NON-ATHLETES 18

We look forward to facilitating the review of your proposal materials.

Instructions: All submissions must follow the instructions found here (and also found on the
University of Lynchburg (UL) Institutional Review Board (IRB) Submission Instructions web
page). Incomplete or improperly completed/submitted protocol proposals and supporting
materials will experience a delay in the review process.

Checklist and submission instructions for exempt status protocol proposal submissions:

Online submission materials: Once the Protocol Proposal is complete, please share the file
with the IRB director, Dr. Tom Bowman. If a student is completing the Protocol Proposal,
the faculty mentor must share it with the IRB director. No Protocol Proposals will be
accepted from students. (To check the appropriate box, double click on the box, then right click
to add a check)
❏ (1) Exempt Status Protocol Proposal (this form), completed
❏ (2) Any additional support materials that you wish to submit for consideration (check
this box only if you have included additional support material at the end of the document)
❏ (3) Administration Permission Form (when prompted, click “make a copy” to
complete the form) if research is being conducted at another organization (educational
setting, business, etc.) or a signed letter from an organization leader from each data
collection site stating data collection is permissible.

What is the name of the person who will be responsible for submitting the proposal materials to
the IRB Director? Charlie Suter

What is the name of the person completing this protocol proposal? Charlie Suter

Section One: Basic information about the research study and research team

Per institutional policy, undergraduate students are not permitted to serve as PI on the research
team. They may; however, be listed as the lead researcher. Graduate students who wish to serve
as a Co-PI with their faculty mentors/advisors are permitted to do so.

Title of the Research Study: Comparing the Mental Health of College Athletes and Non-athletes

Per the UL IRB Ethical Research Practices Policy, all members of the research team must
complete the CITI training appropriate for their learner group (either faculty/staff or students).

Principal Investigator (PI) or Co-Principal Investigators (Co-PIs): Tonya Price, MS, RDN
MENTAL HEALTH OF COLLEGE ATHLETES VS NON-ATHLETES 19

PI Department or Office (list for Co-PIs, if applicable): Health Promotion

PI Email Address (list for Co-PIs, if applicable): price.t@lynchburg.edu

Additional research team members and their roles*: Charlie Suter (student investigator)

Name of researcher Role of researcher** Affiliation, if not LC Student Researcher***

Tonya Price MS RDN Principle Researcher University of Lynchburg Not a student

Charlie Suter Student Researcher University of Lynchburg Undergraduate

*If there are more than five additional research team members, then the research team must
submit a complete list of research team members.
❏ Check this box if this study is being conducted (in full or in part) to meet
requirements for course credit, class assignment, thesis, dissertation, or other similar
pursuit. (To check the box, double click on the box, then right click to add a check)

If you did not check this box, then you can proceed to Section Two. If you did check the box,
then please fill out the following fields:

[If there are more than one student and/or courses for which this study will meet requirements,
separate with a semicolon and (if applicable) clarify which course is for which student.]

Course prefix and number: HP371

Course title: Research in Health Promotion

Semester(s) and year(s) of enrollment: Spring 2020

Course instructor/professor: Tonya Price MS RDN

If thesis or dissertation, provide details here on your degree program (for undergraduate honors,
list Westover or department honors, or both), and name of thesis director or dissertation chair:

Section Two: Background information on the proposed research study.

MENTAL HEALTH OF COLLEGE ATHLETES VS NON-ATHLETES 20

Submit responses to these eight items below. Researchers are encouraged to provide as much
detail as they would provide in describing to a faculty member or other academic professional
who is not in their discipline/profession. In other words one can assume that the reviewer will
understand the methodological and analysis references, but not necessarily technical jargon,
acronyms, or devices.

Special note for student research projects: Be mindful that you are engaging in a review process
focused on the assessment of the protection of human subjects and responsible conduct of
research; this is very different than assessment of your completion of an assignment – be careful
to separate your course assignment requirements from the information requested on this
protocol proposal. All researchers are held to the same standards for rigor and responsibility.
Students are encouraged to take the time to read the information found on the UL IRB website as
it may help them better understand the significance of an IRB review.

1. Provide a description of the purpose of your study. The purpose of a study is different than a
topic statement; make sure that your response to this item focuses on the purpose of the study as
it relates to the conduct of research with human subjects toward the goal of creating or
contributing to generalizable knowledge. Note for student researchers: Be mindful that
completion of a course assignment or project is not an acceptable study purpose. In order to be in
compliance with recordkeeping requirements, the researcher must present a cogent statement
regarding the purpose of the study as it relates to creating or contributing to generalizable
knowledge.

The purpose of my study is to highlight the differences between the mental health of college
student-athletes and non-athletes. The focus of this study will be on all four levels of
undergraduate students: freshman, sophomores, juniors, and seniors. This is in order to see if
mental health would change at different class levels. Both type and cause of the mental health
issue that the participants are experiencing will be considered in this study.

2. Provide a detailed description of how you will collect data for your study. Be specific about
your procedures for data collection (including if you will distribute online, in-person, etc.) and
the data collection instrument itself (standardized, created by researchers, etc.) This is not a
question about recruitment or access to your sample (see question 3, below, for that); instead,
this is a question about what type of data collection instrument(s) you will utilize. Attach/include
in your proposal packet all of the data collection instruments that you will use.

The data for this study will be collected using an electronic survey. The survey will be
distributed to participants online through email that will keep all recipient names and addresses
MENTAL HEALTH OF COLLEGE ATHLETES VS NON-ATHLETES 21

anonymous. Responses to the survey will be collected without collecting email addresses in
order to keep participants anonymous.

3. Provide a detailed description of how you will recruit subjects. No individual, office, program,
or division at UL holds the responsibility for or expressed authorization to distribute recruitment
statements and/or links to data collection instruments among those in the UL community. It is the
responsibility of the PI and the research team to make arrangements for these tasks and then to
clearly explain the recruitment and data collection methods for the study within this proposal. If
your study protocol proposal incorporates procedures for electronic recruitment and/or collection
of data among faculty, staff, and/or students at UL, then your proposal submission materials
must include explicit reference to the methods used to recruit and collect data (e.g., who will
send recruitment email, to whom it will be sent, how many emails will be sent and at what
frequency). Indicate in the proposal if arrangements have already been made or if the
arrangements are in the planning stage. For studies involving recruitment through sign-up sheets:
Researchers are to explain the sign-up sheet protocol using explicit details regarding
location/placement, duration of posting, who will have access to the building/location
(reasonable expectations of privacy for potential subjects who sign up), and include a copy of the
sign-up sheet itself. Researchers are encouraged to utilize electronic means (e.g., Google forms)
to facilitate the sign-up process as this reduces risk for privacy concerns. Be advised that studies
utilizing sign-up sheets that are placed in publicly accessible buildings (including those on
campus that are not secured by a device such as keycard entry) will not be qualified for exempt
status.

One general email containing the electronic survey and details of the study will be sent to all
undergraduate students at Colleges and Universities with teams that compete in athletic
divisions I, II, and III. Once the email is received then students can self-select to participate in
the study by completing the survey.

4. Provide a detailed description of what will happen to or be required of the subjects in your
research study. Answer the following questions, in complete sentences: (a) Will deception be
involved in this study?; (b) Will an experimental or quasi-experimental design be used?; and (c)
Will participants be asked to disclose information about illegal activity?

Subjects will be required to answer a twelve-question survey. There will be no deception

involved in this study. Experimental or quasi-experimental designs will not be used in this study,
instead a descriptive design will be used. Participants will not be asked to disclose information
about illegal activity.

5. What is the maximum number of participants for your study? Answer in a complete sentence.
How long will participation last? Provide duration for individual sessions and duration over time
if multiple sessions are required. Answer in complete sentences.
MENTAL HEALTH OF COLLEGE ATHLETES VS NON-ATHLETES 22

The maximum number of participants for this study is fifty. Participation will last the fifteen
minutes that it takes to complete the survey.

6. You may not collect any data with personally identifiable information. Provide a statement in
which you clearly state that you will not be collecting personally identifiable information.
Clearly state what, if any, demographic information will be collected. Be advised that multiple
demographic items in a small sample or from a limited population, such as a specific College,
will decrease the ability to protect individuals’ identities and maintain confidentiality.

Demographic information that will be collected for this study includes class rank, athletic
participation, employment, campus organizational involvement, possible mental health issues,
possible causes of mental health issues, and whether treatment has been sought. No personally
identifiable information will be collected for this study.

7. Research involving vulnerable populations will rarely qualify for exempt status. Provide a
statement in which you clearly state the level of involvement of vulnerable populations in your
study. While the federal regulations do not provide a definitive list of vulnerable populations, the
study of the following groups is generally accepted as the study of vulnerable populations:
Pregnant women, human fetuses, and neonates; prisoners; children (anyone under the age of 18
years); cognitively impaired persons; students and employees; minorities; economically and/or
educationally disadvantaged; AIDS/HIV+ subjects; terminally ill subjects. There are special
regulations for the study of fetuses; pregnant women and in vitro fertilization, prisoners, and
children.

Students will be the only known vulnerable population involved in this study. They will
not be stigmatized in any way due to their participation as any identifiable information will not
be collected.

8. Describe all foreseeable plans for dissemination, including print and oral. Include venues that
are private (e.g., classroom dissemination or paper that will only be read by professor) and those
that are public (e.g., Student Scholar Showcase, academic journal, conference).

Plans for dissemination include a classroom oral dissemination and print dissemination
read only by the professor.

Section Three: Regulatory parameters for consideration of exempt status classification

Select as many as apply and provide an explanation for how your study qualifies for that specific
parameter. Clearly label the parameter for which each explanation is provided. Note that simply
stating “this is a survey” or “this is anonymous” is not acceptable – researchers should note
that items in italics, below, have been added by the UL IRB in an effort to provide additional
clarification. The language here in regular font is taken directly from 45 CFR 46; contact the
MENTAL HEALTH OF COLLEGE ATHLETES VS NON-ATHLETES 23

IRB Director with questions about interpretation of material found in the Code. (To check the
appropriate box, double click on the box, then right click to add a check)
❏ Parameter One. Research conducted in established or commonly accepted
educational settings, involving normal educational practices, such as (i) research on
regular and special education instructional strategies, or (ii) research on the effectiveness
of or the comparison among instructional techniques, curricula, or classroom
management methods. Normal educational practices are those which are considered
standard operating procedures and/or assessment information that would be collected
regardless of this study taking place. Collecting data from a school or classroom
environment does not automatically qualify one’s study under this category. Instead,
researchers will ask, “Is this the typical and/or only environment in which these data
would be collected?” If an educational setting is selected for convenience or basic
theoretical sampling reasons, then it does not qualify under this exemption.
✓ Parameter Two. Research involving the use of educational tests (cognitive,
diagnostic, aptitude, achievement), survey procedures, interview procedures or
observation of public behavior unless: (i) information obtained is recorded in such a
manner that human subjects can be identified, directly or through identifiers linked to the
subjects, and (ii) any disclosure of the human subjects' responses outside the research
could reasonably place the subjects at risk of criminal or civil liability or be damaging to
the subjects' financial standing, employability, or reputation. Be advised that
recording/collecting multiple demographic items in a small sample or from a limited
population such as a specific College will decrease the ability to protect individuals’
identities and maintain confidentiality, and disqualify a study from qualification under
this exemption category. Additionally, the types of data that are collected (interview
questions, survey items, observation parameters) are very important as related to (i) and
(ii), above. Underage alcohol consumption or purchase, underage tobacco consumption
or purchase, illegal activities, criminal history and activities, items related to job
satisfaction or supervisory performance, honor or integrity items (such as honor code at
UL), health status, and sexual activity are all examples of topics that would make it such
that a study would not qualify for exemption under this category.
❏ Parameter Three. Research involving the use of educational tests (see previous),
survey procedures, interview procedures, or observation of public behavior that is not
exempt under paragraph 2, above, if: (i) the human subjects are elected or appointed
public officials or candidates for public office, or (ii) federal statute(s) require(s) without
exception that the confidentiality of the personally identifiable information will be
maintained throughout the research and thereafter. What this item does is provide an
opportunity for research to be conducted under not exempt categories in Parameter Two
under two very specific circumstances. This is a rarely used exemption category among
UL researchers. Contact the IRB Director for more guidance if you wish to explore your
study’s qualification for this exemption.
MENTAL HEALTH OF COLLEGE ATHLETES VS NON-ATHLETES 24

❏ Parameter Four. Research involving the collection or study of existing data,

documents, records, pathological specimens, or diagnostic specimens, if these sources are
publicly available or if the information is recorded by the investigator in such a manner
that subjects cannot be identified, directly or through identifiers linked to the subjects. If
your study only utilizes data from publicly available databases (such as the Unite States
Census), then it would qualify under this exemption. If your study only utilizes data that
were collected as a part of a previous study that was approved under a separate IRB
proposal or equivalent determination process, then it would qualify under this exemption.
In your explanation be clear on who collected the existing data, the organization/agency
that has ultimate ownership of the data, and the approval information for the study from
which these data originated.
❏ Parameter Five. Research and demonstration projects which are conducted by or
subject to the approval of department or agency heads, and which are designed to study,
evaluate, or otherwise examine:(i) Public benefit or service programs, (ii) procedures for
obtaining benefits or services under those programs, (iii) possible changes in or
alternatives to those programs or procedures, or (iv) possible changes in methods or
levels of payment for benefits or services under those programs. This parameter is
relatively straightforward. Some quality enhancement, quality improvement, institutional
assessment, and program evaluation activities might fall under this exemption category.
Consult the UL Internal Assessment and Evaluation Research Policy and contact the IRB
Director for more guidance if you wish to explore your study’s qualification for this
exemption.
❏ Parameter Six. Taste and food quality evaluation and consumer acceptance studies (i)
if wholesome foods without additives are consumed or (ii) if a food is consumed that
contains a food ingredient at or below the level and for a use found to be safe, or
agricultural chemical or environmental contaminant at or below the level found to be
safe, by the Food and Drug Administration or approved by the Environmental Protection
Agency or the Food Safety and Inspection Service of the U.S. Department of Agriculture.
This exemption parameter is rarely utilized by LC researchers. Contact the IRB Director
for more guidance if you wish to explore your study’s qualification for this exemption.

Please provide your explanation for how your study qualifies for the specific parameter selected
above.

This study qualifies for parameter two. This is because it involves the use of survey procedures,
the information obtained is recorded in such a manner that human subjects cannot be identified,
directly or through identifiers linked to the subjects, and any disclosure of the human subjects'
responses outside the research would not reasonably place the subjects at risk of criminal or
civil liability or be damaging to the subjects' financial standing, employability, or reputation.
MENTAL HEALTH OF COLLEGE ATHLETES VS NON-ATHLETES 25

Additional documentation

Please provide the invitation to participate in study or oral script to introduce study, if applicable,
here.

Hello,

Volunteers Sought for a Research Study on the Comparing the Mental Health of College Athletes
and Non-athletes.

The purpose of my study is to highlight the differences between the mental health of college
student-athletes and non-athletes. If you choose to participate, you will complete a 12 question,
online survey, which will take approximately 15 minutes to complete.

All information gathered in this study is confidential, and no questions will ask you to disclose

information that identifies who you are.

If you are interested in participating, please click on the link here.

For more information about this study, please contact Charlie Suter at

suter_c@lynchburg.edu.

Thankyou,

Charlie Suter

Health Promotions Major

University of Lynchburg
MENTAL HEALTH OF COLLEGE ATHLETES VS NON-ATHLETES 26

Please provide data collection instrument(s) or comparable item(s) below.

Survey Link
MENTAL HEALTH OF COLLEGE ATHLETES VS NON-ATHLETES 27

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