This study looked at the relationship between athletic identity and three levels of sport participation (elite, recreational, non participation). Athletic identity was measured using the Athletic Identity Measurement Scale (AIMS) with participants being compared on the total AIMS score and scores on its three factors (social identity, exclusivity, negative affectivity). Results indicated that the male non participation group scored lower on all three factors and the total AIMS when compared to the two athlete groups. The male elite and recreational groups did not differ on exclusivity and negative affectivity but did differ on the total AIMS and social identity, with elite scoring higher than recreational. For female participants, the non participation group again scored lower on all three factors and the total AIMS when compared to the two athlete groups. The female elite and recreational groups did not differ on negative affectivity but did differ on the total AIMS, social identity, and exclusivity, with elite scoring higher than recreational.Findings suggest that to assume sport is only important to elite athletes ignores the role that sport may play for less talented sport participants. Whilst not seeing themselves as athletes per se, it is suggested that participation in sport may still impact upon the self-perceptions of recreational sport participants.Therefore, threats to participation may result in similar negative consequences for both elite athletes and recreational sport participants.

Over the past decade, most Australian universities have moved increasingly towards “blended” and online course delivery for both undergraduate and graduate programs. In almost all cases, elements of online teaching are part of routine teaching loads. Yet detailed and accurate workload data associated with “e‐teaching” are not readily available. A search of the international literature indicated that there is limited rigorous literature and research that points to the actual effects on workload in online and blended higher education teaching environments. This paper reports on a research project in four Australian universities, and the perceptions of a representative group of staff who perceived that e‐teaching had increased their “teaching time” workload, and that Workload Allocation Models (WAMs) did not take account of contemporary teaching modalities.

Objective Online prostate cancer communities (OPCaCs) have emerged as a new source of support, not bounded by geographic barriers, for men living with prostate cancer. This scoping review mapped the existing literature to explore the characteristics and benefits of OPCaCs, identify knowledge gaps, and direct future research. Methods A six‐step methodological framework for scoping reviews was followed. Four electronic databases were searched for relevant studies. Two authors independently screened titles and abstracts, and full texts, against predefined criteria: empirical research, post 1990, in English‐language peer‐reviewed journals; participants included prostate cancer survivors; and research explored online peer support. Data were extracted from the studies and quality assessed. Results The search yielded 905 studies, with 21 selected for synthesis. Despite significant increases in online forum membership, in the last decade, nearly half of the research was conducted over a decade ago. Three studies were rated high quality, the rest moderate. All but one of the studies were observational and cross‐sectional. Men reported that sharing information helped them deal with their diagnosis and treatment side effects. They also gained a sense of camaraderie with men who shared similar experiences. Due to divergent methodologies and reporting standards, assessment regarding OPCaC efficacy is not possible. Conclusion OPCaCs may be a cost‐effective and accessible resource for delivering peer support to men living with prostate cancer. While self‐reported evidence as to the benefits of OPCaCs exists, more longitudinal comparative studies, utilising consistent measurement approaches, are needed to support the claims.

IntroductionA core facilitator of the transition from suicidal thoughts to suicide attempt is the individual’s capacity for suicide. Suicide capacity is a theoretically universal concept adaptable for specific groups that is hypothesised to comprise three contributing factors: acquired capability, for example, previous self-harm; dispositional, such as genetic influences and practical, knowledge of and access to lethal means. Given that suicide capacity as a concept is continuing to develop, a review and synthesis of the current literature is timely to ensure future research and development of suicide prevention strategies are based on evidential knowledge. The aim of this review is to map the available evidence to provide an overview of factors that contribute to an adult’s capacity for suicide.Methods and analysisThis review will encompass five stages. Studies will be identified through broad search strings applied to 11 academic databases: Academic Search Ultimate, APA PsycArticles, APA PsycINFO, CINAHL, Psychology & Behavioural Sciences, & Sociology Source Ultimate via EBSCOHost Megafile Ultimate; PubMed; Science Direct; Wiley Online; Taylor & Francis and ProQuest dissertations and theses. Grey literature databases and key suicide organisations will also be searched for relevant literature. Two reviewers will independently screen titles and abstracts then review full texts to identify articles meeting inclusion criteria. Articles will be assessed for eligibility based on suicide attempt history, primary research study design, language and publication date. Data from eligible full texts will be extracted using a predesigned template for analysis. The synthesisation method will be textual narrative synthesis with an incorporated quality appraisal checklist tool.Ethics and disseminationEthics approval is not required for this scoping review as no human participants are involved. Study findings will be shared with key suicide organisations, through peer-reviewed publications, and conference presentations.

ObjectivesOnline support can be a crucial source of support for individuals experiencing suicidal behaviours, with forum moderators being pivotal in terms of the role they play in times of personal mental health emergencies. This study identified what is empirically known about the professional practices of health professionals who are online mental health forum moderators and provide support to individuals experiencing suicidal behaviours.DesignThe Levac, Colquhoun and O’Brien extension of the Arksey and O’Malley scoping review framework was used.Search strategyThe Psychology Collection (EBSCO), PsycINFO (EBSCO), Web of Science, Taylor and Francis Online, SAGE Journals and Science Direct databases were searched for articles that featured a result relating to an online forum; included participants who worked as online moderators or facilitators and focused on suicide or self-harm. Results were limited to peer-reviewed articles published in English from 1990 onwards. As a quality assurance measure, grey literature (nonacademic literature) was not included. Reference lists of included articles were hand-searched.ResultsThere were 397 articles initially identified after applying inclusion and exclusion criteria, with five articles included for synthesis. All articles received a moderate quality rating. Only one article featured a moderator who was a qualified health professional; the moderators in the remaining articles were volunteers who undertook preservice training. We found that there is little research that examines the professional working practices of online moderators who support individuals experiencing suicidal behaviours.ConclusionsThe dearth of research focusing on the professional practices of online forum moderators is cause for concern given that individuals experiencing suicidal behaviours are increasingly turning to online forums when in crisis. Future research should focus on online moderators’ practice through interviewing moderators about their professional practices and by examining online moderator practice as it occurs in situ.