In this study, we examined distress levels of first-generation college students at intake from an average of 137 university and college counseling centers that participated in data collection with the Center for Collegiate Mental Health (CCMH) between the 2012-2015 academic school years. We gathered descriptive data from the CCMH Standardized Data Set (SDS), and then examined itemized responses from the Counseling Center Assessment of Psychological Symptoms 62 (CCAPS-62). Students completed the SDS and CCAPS-62 at intake, and both measures rely on self-report. We divided student data (N = 184,334) into groups based on educational status: first-generation (FG) or non-first generation (NFG), and ethnic minority status: White (W) or minority (M), with several minorities grouped into the M variable. This created four subgroups: first-generation minority (FGM), first-generation White (FGW), non-first-generation minority (NFGM), and non-first-generation White (NFGW). We compared participants according to subgroup across the CCAPS distress index (which utilizes items from the depression, generalized anxiety, social anxiety, academic distress and hostility subscales), and the eight CCAPS distress subscales of: depression, generalized anxiety, social anxiety, academic distress, eating concerns, hostility, family distress and substance/alcohol use. We found significant differences on all subscales across subgroups. We ran statistics to determine between subject effects and estimated marginal means and found statically significant results across the distress index and the eight CCAPS distress subscales. Significant results showed the highest levels of distress in FG students, with FGM students higher on the majority of subscales. Further research is needed to understand the different levels and patters of distress in these populations.

In this study, we examined distress levels of first-generation college students at intake from an average of 137 university and college counseling centers that participated in data collection with the Center for Collegiate Mental Health (CCMH) between the 2012–2015 academic school years. We gathered descriptive data from the CCMH Standardized Data Set (SDS), and then examined itemized responses from the Counseling Center Assessment of Psychological Symptoms 62 (CCAPS-62). Students completed the SDS and CCAPS-62 at intake, and both measures rely on self-report. We divided student data (N = 184,334) into groups based on educational status: first-generation (FG) or non-first generation (NFG), and ethnic minority status: White (W) or minority (M), with several minorities grouped into the M variable. This created four subgroups: first-generation minority (FGM), first-generation White (FGW), non-first-generation minority (NFGM), and non-first-generation White (NFGW). We compared participants according to subgroup across the CCAPS distress index (which utilizes items from the depression, generalized anxiety, social anxiety, academic distress and hostility subscales), and the eight CCAPS distress subscales of: depression, generalized anxiety, social anxiety, academic distress, eating concerns, hostility, family distress and substance/alcohol use. We found significant differences on all subscales across subgroups. We ran statistics to determine between subject effects and estimated marginal means and found statically significant results across the distress index and the eight CCAPS distress subscales. Significant results showed the highest levels of distress in FG students, with FGM students higher on the majority of subscales. Further research is needed to understand the different levels and patters of distress in these populations.

The American College Testing Program's Institutional Self-Study Survey was used in this study to consider USU students' goals, achievements, and evaluations of their collegiate experience. Goals included were students' educational majors, vocational plans, final college degree sought, and the relative importance attached to attaining Vocational, Academic, Social, and Non-Conventional goals. Achievements studied were both intellectual and nonacademic out-of-class accomplishments, and students' perceived progress in achieving Intellectual-Humanistic, Group-Welfare, Scientific-Independent, and Practical-status outcomes of their collegiate experience. Student evaluations of instructors, college services, selected policies, practices, facilities, and required courses were also studied. National normative data were compared with USU data in all areas of the study. Compared with the national norms, USU student goals were found to be directed toward attaining specific vocational skills and less toward postgraduate training. USU students were generally found to have more achievements in both intellectual and non-academic areas. They rated college services, rules governing students, and academic facilities highly; instructors comparable to other universities; and cultural programs and recreational facilities relatively low.

Indiana University-Purdue University Indianapolis (IUPUI) / Too few studies relating to motivation and wellness have targeted the NCAA Division II student-athlete (SA) population. PURPOSES: To examine differences in SAs’ sport motivation (SM) types over three time points as well as multi-dimensional wellness (MDW) levels in SAs during one time point. METHODS: Overall, 530 Division II SAs (nmales = 355, nfemales = 175) with an overall age range of 18 to 23 (M = 19.40, SD = 1.33) from 21 teams voluntarily completed the 18-item Self-Determination Theory-based SM Scale II used to measure six motivation types, the 45-item MDW Inventory used to measure nine wellness dimensions, and a demographics questionnaire. Repeated measures Analyses of Variance (ANOVA) and 2x2x3 Mixed ANOVAs were used to analyze SM types while a multivariate ANOVA was used to analyze MDW with an alpha level of 0.05 set for statistical significance. RESULTS: Analyses demonstrated statistically significant differences in SM types over time (p = .05), interactions and differences in SM types between interactive/coactive and male/female SAs (p = .05), and interactions and differences in MDW levels between male/female SAs and SAs who completed/did not complete a college wellness course (p = .05). CONCLUSIONS: Findings suggested that autonomous-based SM types decreased over time whereas amotivation increased over time indicating possible athlete burnout. Interactive and female SAs showed similarities also representative of athlete burnout. SAs who completed the MDW course demonstrated higher physical wellness exercise scores than SAs who did not. Female SAs had higher means in five wellness dimensions when compared to male SAs. SAs who completed the course showed higher means for seven wellness dimensions versus SAs who did not. Further research should ensue to better understand motivation and wellness on a national scale examining Division I, II and III and NAIA athletes in order to provide more generalizable results.

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Collegiate athletic departments are experiencing large financial growth in part to their relationships with sport apparel brands. The big three apparel companies of Nike, adidas, and Under Armour control all athletic department apparel contracts within the Power 5 conferences. This study examined what benefits apparel companies receive from their connection to collegiate basketball teams by analyzing the frequency and use of the brand name and brand hashtag on Twitter by fans of fifteen collegiate sport organizations. Through the lens of the social capital theory, the researcher found a limited connection between the sport apparel brands and the individual basketball teams. The finding suggested that sport apparel brands need to develop a new social media strategy in order to better connection with the collegiate basketball fans in an online environment.

A monitoring program is essential in assuring goal attainment and reducing the risk of overtraining or undertraining, establishing long-term athlete development, and ensuring success. This monitoring program needs to be integrated into the training process, developed, and executed by both the sport science and coaching staff. This staff forms the SPEG (sports performance enhancement group), which is athlete centered and coach driven. The purpose of this dissertation was to create an evidence based, or white box approach, to collegiate distance running by identifying key characteristics, utilizing appropriate monitoring tools, and examining the annual plan. Collegiate distance runners took part in a monitoring program through East Tennessee State University, which included vertical jumps, V̇O2max, running economy, anthropometrics, isometric mid-thigh pull, performance results and ultrasound measurements. There were strong correlations between performance results and monitoring data, and there were significant changes that occurred throughout the monitoring program. The results indicate the importance of V̇O2max in collegiate runners and that monitoring variables, including performance, sum of skinfolds, ultrasound and vertical jumps significantly change throughout the competitive season. The results also identify characteristics of a high-level runner and indicate the impact that a strength program can have on monitoring variables and performance. Results further suggest that strength can be a critical component of a training program, can be tracked through systematic monitoring, and is associated with an increase in performance.

The purposes of this study were to investigate effects of partial block periodized strength training on physical performance and to examine relationships between initial muscle strength measured with isometric mid-thigh pull (IMTP) and performance changes after 7 weeks of strength training. Seventeen collegiate male soccer players participated. Initial muscle strength was determined using IMTP while physical performance included 10 m and 20 m sprints and static vertical jump with a polyvinyl chloride pipe (SJ0), 20 kg barbell (SJ20), and barbell loaded to 40 kg bar (SJ40). Performance testing was performed at three points: before first week (baseline), fourth week (T1), and seventh week (T2). Statistically small to moderate changes were found from baseline to T2 in peak power (PP; < 0.001, ES = 0.49), net impulse (NI; < 0.001, ES = 0.49), peak velocity (PV; < 0.001, ES = 0.62), allometrically scaled PP (PPa; < 0.001, ES = 0.62) in SJ20 and jump height (JH) in SJ40 ( < 0.001, ES = 0.36). Moderate to large correlations were found between isometric peak force and the changes from baseline to T2 in SJ20 PP ( = 0.04, = -0.49), SJ20 PF ( = 0.03, = -0.52), PPa ( = 0.04, = -0.50), and SJ20 allometrically scaled peak force ( = 0.04, = -0.49). Properly structured strength training maximizes task-specific physical performance. Initial muscle strength negatively affects the magnitudes of adaptations to physical performance.

Media framing is present in everything one observes on social media. In athletics, mainly collegiate football, media framing goes into each and every detail that goes out to the public. With Power 5 sports, such as the Southeastern Conference, football is one of the most profitable, newsworthy and highly recruiting-based sports out there. Therefore, the planning that goes into all of the social media channels, specifically on the website called Twitter, is planned down to a science. However, there are times where that is not the case, as crises can arise at any given moment. This research explains how seven SEC football sports information contacts were interviewed about their social media habits for any and all situations that could arise on their platforms, and how they plan to handle it while keeping the brand, overall message and trust of its fanbases.