Athletic Trainers’ Confidence and Proficiency in Addressing Athlete Mental Health

Abstract

Despite the prevalence of athletes reporting they would seek an athletic trainer’s help, athletic trainers may not feel proficient or competent in addressing mental health with their athletes (Bird, et al., 2018). Athletic trainers need proper mental health education set to a specific standard to provide an adequate continuity of care for athlete mental health. To reach this goal, a better understanding of the link between education and experiences, and athletic trainer confidence and performance is needed to determine how to achieve this outcome in a practical manner. This study attempted to investigate the relationships between education and self-efficacy and self-efficacy and subjective performance as it relates to athletic trainers performing the skills outlined in the 2020 CAATE educational standards on mental health. The ATs surveyed reported moderate-high levels of confidence and subjective performance in their abilities to perform the five competencies (identify, refer, support, develop, & implement) outlined in the 2020 CAATE standards for mental health education. The athletic trainers surveyed reported the highest levels of confidence and subjective performance in their abilities to identify, refer, and provide support to athletes with mental health conditions, rather than developing and implementing policies and procedures on athlete mental health. The statistical analysis provides evidence for self-efficacy correlations within athletic training, which provides a case for more detailed mental health education and volume of post-certification educational opportunities related to mental health for athletic trainers.