A randomized controlled study of mindful sport performance enhancement and psychological skills training with collegiate track and field athletes

Abstract

Although both traditional cognitive behavioral psychological skills training (PST) interventions and mindfulness-based alternatives can lead to improvements in sport performance and athlete well-being, recent reviews and meta-analyses support the need for more outcome research with randomized designs. The present randomized controlled trial with members of an NCAA Division III Track and Field team was the first to compare a 6-week Mindful Sport Performance Enhancement (MSPE; K. A. Kaufman et al., 2018) training to a PST active control group, using a mixed-method approach with both quantitative and qualitative assessment and a train-the-trainer model of intervention delivery. The 24 student-athletes who completed post-test measures showed significant improvements in sport anxiety, and reported greater sport enjoyment and less influence of negative internal states on current sport performance; the MSPE group reported greater improvements in satisfaction with sport performance compared to PST. Qualitative responses suggested that both programs were helpful both for sport and everyday life, while some differential effects for interventions were also noted. The program evaluation measure additionally revealed a moderate degree of program acceptability in both groups, and the trainings were seen as moderately to very helpful for sport (e.g., being “in the zone,” less anxious, more focused). Although future research is needed with larger sample sizes and interview methods, results suggest that both interventions may be appropriate for sport psychology consultants to utilize and provide further evidence for a train-the-trainer approach for intervention delivery.

 Lay summary: College student-athletes’ sport anxiety and sport enjoyment improved following psychological skills training (PST) and a mindfulness-based intervention (MSPE), although participants in the mindfulness group also became more satisfied with their sport performance. Athletes in both interventions reported enhanced well-being in both athletics and everyday life, while those in MSPE more often mentioned improvements related to attention/awareness and PST participants more likely to discuss improvements in their mindset during sport.

IMPLICATIONS FOR PRACTICE

• Based on both quantitative and qualitative data analysis, results suggest that both psychological skills training (PST) and mindfulness-based interventions (MBIs) may positively influence factors related to sport experience and contribute to enhanced well-being, including anxiety reduction, attention, and emotion regulation. Moreover, both interventions included exercises that participants enjoyed, providing support for the acceptability of both programs.

• Short-term MBIs may contribute to greater satisfaction with sport performance and improve attention (present-moment focus and awareness) in both sport and everyday life, while PST may lead to more improvements in mindset during sport. Those who wish to see changes in these specific areas might want to consider these interventions.

• Coaches may be able to provide sport psychology services feasibly and effectively for teams within their athletic department or organization, when trained and supervised by an expert professional.

Disclosure statement

Megan Hut is now at the Department of Curriculum and Instruction/Literacy Studies, West Virginia University; Thomas O. Minkler is now at the College of Physical Activity and Sport Sciences, West Virginia University. Caroline H. Weppner is now at the Department of Educational Psychology, University of Texas at Austin; Hannah M. Thomas is now at the Department of Psychology, Montclair State University.

Portions of these findings were presented at the 35th annual conference of the Association of Applied Sport Psychology in 2020. The data that support the findings of this study are available from the corresponding author, MH, upon reasonable request. In accordance with Taylor and Francis policy and our ethical obligations as researchers, we are reporting that the third author of the present article has a financial and/or business interest in a company that may be affected by the research reported in the enclosed paper. We have disclosed those interests fully to Taylor and Francis and have in place an approved plan for managing any potential conflicts arising from this involvement. Data from nine of the 30 participants in the present research were included in a recently accepted and published study (Hut et al., 2021). We would like to express our gratitude to undergraduate research assistants Erin Wallace and Holly Regan for their assistance in collecting and entering data for analysis.

Data availability statement

The data that support the findings of this study are available from the corresponding author, MH, upon reasonable request.