Journal of Athlete Development and Experience Volume 2 Issue 2 Article 3 July 2020 Tackling Difficult Conversations: Student-Athletes, Mental Health, and Emerging Technology Todd Fraley East Carolina University, [email protected] Stacy Warner East Carolina University, [email protected] Christine Wilson Shelton State Community College, [email protected] Gareth Jones Temple University, [email protected] Michael Catalano East Carolina University, [email protected] Follow this and additional works at: https://scholarworks.bgsu.edu/jade Part of the Higher Education Commons, Sports Management Commons, and the Sports Studies Commons Recommended Citation Fraley, Todd; Warner, Stacy; Wilson, Christine; Jones, Gareth; and Catalano, Michael (2020) "Tackling Difficult Conversations: Student-Athletes, Mental Health, and Emerging Technology," Journal of Athlete Development and Experience: Vol. 2 : Iss. 2 , Article 3. DOI: https://doi.org/10.25035/jade.02.02.03 Available at: https://scholarworks.bgsu.edu/jade/vol2/iss2/3 This Research Article is brought to you for free and open access by the Journals at ScholarWorks@BGSU. It has been accepted for inclusion in Journal of Athlete Development and Experience by an authorized editor of ScholarWorks@BGSU. Tackling Difficult Conversations: Student-Athletes, Mental Health, and Emerging Technology Cover Page Footnote The research reported here was supported by the American Athletic Conference Academic Consortium, through a grant to ECU and Temple University. The opinions expressed are those of the authors and do not necessarily represent views of the American Athletic Conference Academic Consortium. This research article is available in Journal of Athlete Development and Experience: https://scholarworks.bgsu.edu/ jade/vol2/iss2/3 JADE Journal of Athlete Development and Experience VOLUME 2 ISSUE 2 College of Education & Health Professions Department of Health, Human Performance & 01 RecreationJADE JADE Journal of Athlete Development and Experience Volume 2, Issue 2, 2020 Bowling Green State University - https://scholarworks.bgsu.edu/jade/ Tackling Difficult Conversations: Student-Athletes, Mental Health, and Emerging Technology Todd Fraley Stacy Warner Christine Wilson Michael Catalano Gareth Jones East Carolina University East Carolina University East Carolina University East Carolina University Temple University Fraley ([email protected]) is corresponding author. Abstract Given the exponential growth of mental health issues on college campuses and the concerns regarding mental health disorders among elite level athletes, the NCAA (2016) has made recommendations to support and promote student-athlete mental health. However, to successfully address the increase in mental health issues, the development of effective communication skills is required. To address this, the researchers developed and built an immersive learning experience focused on “difficult conversations” using Mursion® technology. This pilot study contributes to this important conversation by analyzing the influence of an immersive experience on the student-athletes’ communication skills. Using a quasi-experimental design, 79 NCAA Division I student-athletes took part in the study (40 control; 39 Mursion®). Both groups completed a pre-survey to assess their ability to deal with “difficult” scenarios, and a post-survey 3-5 weeks after the pre-test. Results indicate that Mursion® participants experienced, although not statistically signif- icant, an increase in interpersonal communication competence. The results also demonstrated differences across gender and racial/ ethnic categories. This study provides the initial evidence that Mursion® is an effective, timely, cost-effective tool to enhance athletes’ communication skills; consequently, it is critical to not only improving the student-athlete experience but also to addressing future student-athlete mental health and well-being. Keywords: cognitive flexibility theory, communication competence, difficult conversations, immersive learning experience, student- athlete mental health Humans are more technologically connected (Aldridge, 2018; M. Moore, 2017; Rice et al., 2016), than ever before, yet finding effective ways to com- as student-athletes are not immune to the stressors of municate with others remains fundamental to the college life. Researchers have suggested that college human condition. For college students, effective com- student-athletes may experience an increased level munication has been linked to success (Rubin, Gra- of stress when compared to non-athletes, as well as ham, & Mignerey, 1990). The ability to effectively additional stressors due to increased time demands, communicate is especially important for student-ath- difficulties with academics, and relationships with letes considering previous research indicates campus coaches (NCAA, 2016; NCAA Sport Science Insti- community members often hold negative perceptions tute, 2016; Wilson & Pritchard, 2005). In response, of them (Comeaux, 2011, 2012). This is just one of student-athletes often choose either healthy (e.g., many obstacles that student-athletes face during their communicating with friends and family, exercise) or time on campus. unhealthy (e.g., alcohol and drug consumption) cop- ing activities and seek information on how to reduce It also is clear there has been an exponential stress (Pierceall & Keim, 2007; Waller, Martin, & growth in reported mental health issues on college Morgan, 2017; Warner, Sparvero, Shapiro, & Ander- campuses as college students experience stress due to son, 2017). academic, social, and financial issues as well as time management and relationship challenges (Clough, Rice and colleagues (2016) contend that Nazareth, Day, & Casey, 2019; National Institute of “there is enormous scope for programs to boost ath- Mental Health, 2019; Xiao et al., 2017). In particu- lete well-being” (p. 1349), with both researchers and lar, there are growing concerns regarding the risk of practitioners recommending that prevention programs mental health disorders among elite-level athletes be implemented to help athletes manage sources of JADE 103 TACKLING DIFFICULT CONVERSATIONS Fraley |Warner| Wilson | Catalano | Jones Volume 2, Issue 2, 2020 Bowling Green State University - https://scholarworks.bgsu.edu/jade/ stress (NCAA Sport Science Institute, 2016; Wilson & Hughes, 2015). For example, mixed reality teaching Pritchard, 2005). For example, the NCAA, in partner- simulators have been designed to improve access to ship with researchers at the University of Michigan, safe spaces for deliberate practice with immediate sought ways to increase awareness of mental health feedback for educators. This is reshaping teacher ed- issues among college student-athletes and promote ucation, as well as communication-heavy professions coping skills (Eisenberg, 2014) . More recently, the in industries like medicine, leadership, and hospitality NCAA (2016) published a Mental Health Best Prac- management (Dieker, Rodriguez, Lignugaris/Kraft, tices guide, which was “designed to provide athletics Hynes, & Hughes, 2014). More importantly, research and sports medicine departments – regardless of size has established that immersive simulation technolo- and resources – with recommendations for supporting gy provides a unique opportunity for the practice of and promoting student-athlete mental health” (p. 2), complex skills, which cannot be replicated otherwise and specifically highlights the role of coaches and (Straub et al., 2015). Given that effective communi- administrations. Athletic staff must be included in this cation skills are essential to addressing most issues support system as they have responsibilities beyond that student-athletes face, it is paramount to provide winning and losing that must include “guidance for them with an opportunity and safe space to refine developing useful skills for life”(Bell, 1997, p.517). these skills. Communication skills are essential to a When athletic departments create a supportive en- student-athlete’s overall academic and professional vironment, student-athletes are able to successfully preparation and well-being. Improving student-ath- cope with stressors and mitigate potential mental letes’ communication skills and their self-efficacy in health issues (Rice et al., 2016). terms of initiating conversations is fundamental to en- hancing the collegiate experience. Thus, the purpose To successfully address the increase in mental of this research is to test the efficacy of an immersive health issues, and numerous other student-athlete con- learning experience on the communication skills of cerns, the development of effective communication student-athletes. skills is required. Of utmost importance is the devel- opment of “difficult” communication skills involving Student-Athletes and Communication both hearing and being heard (Bell, 1997). Everything from minor concerns about playing time to more seri- Student-athletes often are considered ous concerns such as health and well-being can be ad- well-rounded individuals who possess transferable dressed more effectively if they are confidently com- characteristics. Common traits often identified include municated. Of course, communication competence motivation, aggressiveness, interpersonal skills, and can vary across situations and among individuals, the ability to handle different situations (Lee, 1991). yet it is important to recognize that this competence In particular, the ability to perform routine communi- can and should