-Acceptance-Commitment approach (MAC; Gardner & Moore, 2007 ) is particularly popular in sport. This approach was developed in 2001 based on a combination of key concepts and practice skills adapted from mindfulness-based cognitive therapy ( Segal, Teasdale, Williams, & Gemar, 2002 ) and acceptance and commitment therapy
Aynollah Naderi, Fatemeh Shaabani, Hassan Gharayagh Zandi, Luís Calmeiro, and Britton W. Brewer
Christoph Kittler, Manuel Arnold, and Darko Jekauc
the difference between winning and losing ( Moran, 2012 ). However, how can athletes train this skill without sacrificing too much time to exercise? Mindfulness-based interventions seem to offer a very promising solution ( Jekauc et al., 2017 ). Several teams, such as the Los Angeles Lakers from the
Jacob D. Meyer, Mary S. Hayney, Christopher L. Coe, Cameron L. Ninos, and Bruce P. Barrett
CRP in three out of six studies that measured CRP following training in mindfulness-based stress reduction (MBSR), but inconsistent or null findings on other circulating immune biomarkers. However, considerable research links systemic inflammation to significant effects on brain functioning ( Dantzer
Ryan Sappington and Kathryn Longshore
The field of applied sport psychology has traditionally grounded its performance enhancement techniques in the cognitive-behavioral elements of psychological skills training. These interventions typically advocate for controlling one’s cognitive and emotional processes during performance. Mindfulness-based approaches, on the other hand, have recently been introduced and employed more frequently in an effort to encourage athletes to adopt a nonjudgmental acceptance of all thoughts and emotions. Like many applied interventions in sport psychology, however, the body of literature supporting the efficacy of mindfulness-based approaches for performance enhancement is limited, and few efforts have been made to draw evidence-based conclusions from the existing research. The current paper had the purpose of systematically reviewing research on mindfulness-based interventions with athletes to assess (a) the efficacy of these approaches in enhancing sport performance and (b) the methodological quality of research conducted thus far. A comprehensive search of relevant databases, including peer-reviewed and gray literature, yielded 19 total trials (six case studies, two qualitative studies, seven nonrandomized trials, and four randomized trials) in accordance with the inclusion criteria. An assessment tool was used to score studies on the quality of research methodology. While a review of this literature yielded preliminary support for the efficacy of mindfulness-based performance enhancement strategies, the body of research also shows a need for more methodologically rigorous trials.
Haley Petterson and Bernadette L. Olson
Student athletes experience a variety of stressors from school and social activities, as well as the additional demands of sport participation. Mindfulness-based interventions can help increase mental awareness and acceptance, as well as mitigate negative thoughts and emotions. The use of mindfulness-based interventions may be beneficial for reducing thoughts of stress, injury reduction, and improving overall wellbeing.
Does the use of mindfulness-based interventions for student-athletes aged 13–24 years reduce stress and injury as well as improve overall quality of life?
Summary of Findings:
The literature was searched for studies that investigated the use of mindfulness-based strategies for student-athletes specifically for reducing stress and injury and/or improving quality of life. The literature search returned 8 possible studies related to the clinical question and 3 studies met the inclusion criteria (1 randomized control trial, 2 nonrandomized control cohort studies). All 3 included studies demonstrated overall improved levels of mindfulness among student-athletes after the use of a mindfulness-based intervention. Mindfulness-based interventions had positive effects for reducing negative thoughts and levels of perceived stress. The number of injury occurrences were found to decrease following the integration of a mindfulness-based intervention within an athletic population.
Clinical Bottom Line:
There is sufficient evidence supporting the use of mindfulness-based interventions with student-athletes for increasing mindfulness, managing negative emotions and perceived stress, as well as improving overall well-being. There is also current literature that advocates the use of mindfulness-based interventions for reducing injury, but further research is needed for support.
Strength of Recommendation:
Grade B evidence exists to support that the use of mindfulness-based interventions for student-athletes will reduce stress and improve overall well-being as well as support the possibility that if a student-athlete is more mindful, it may help decrease risk of injury incurred if the student-athlete is under mental stress.
Danielle D. Wadsworth, Reita Clanton, Ford Dyke, Sheri J. Brock, and Mary E. Rudisill
Mental health is a major concern for higher education and students are starting their college experience with psychological issues or developing mental health problems after enrollment. Because physical activity and exercise have known mental health benefits, the field of kinesiology can facilitate the delivery of physical activity and exercise programs aimed at reducing stress, anxiety, and depression, as well as promote healthy coping mechanisms. The School of Kinesiology at Auburn University has implemented a framework to address mental health on campus and within our community. Our framework consists of coursework, outreach efforts, and establishing key partnerships to facilitate the delivery and sustainability of our programs. Our programs enable individuals to establish self-regulation skills, use a mindfulness-based approach, or participate in yoga, thereby establishing effective and healthy coping mechanisms. This paper discusses the evolution of our framework, as well as barriers and facilitators of implementation and sustainability.
Marjorie Bernier, Emilie Thienot, Emilie Pelosse, and Jean F. Fournier
This article examines the effects and underlying processes of a mindfulness-based intervention through two case studies. A one-season intervention designed according to the mindfulness approach was implemented with young elite figure skaters. Case studies were complemented with different measurement methods: a questionnaire assessing mindfulness skills, percent improvement on competition scores compared with a control group, and interviews with skaters and coaches during the intervention. The two case studies presented demonstrate how the young skaters developed their mindfulness skills and how these skills benefited their performance. They also show the limitations of this intervention type in young populations. Performance improvement and processes underlying the intervention are discussed in light of the results, and new perspectives are provided for adapting them to the particular needs of young athletes.
Paul Salmon, Scott Hanneman, and Brandon Harwood
We reviewed and summarize the extant literature on associative/dissociative cognitive strategies used by athletes and others in circumstances necessitating periods of sustained attention. This review covers studies published since a prior publication by Masters and Ogles (1998), and, in keeping with their approach, offers a methodological critique of the literature. We conclude that the distinction between associative and dissociative strategies has outlived its usefulness since initially proposed in an earlier era of ground-breaking research by Morgan and Pollock (1977) that was influenced to some extent by psychodynamic thinking. In recent years there has been an evolutionary shift in concepts of sustained attention toward mindfulness—moment-by-moment attention—that has had a significant impact on conceptual models and clinical practice in diverse areas including stress management, psychotherapy, and athletic performance. We propose that future research on cognitive activity in sustained performance settings be embedded in a mindfulness-based conceptual model.
Chunxiao Li, Ngai Kiu Wong, Raymond K.W. Sum, and Chung Wah Yu
objective according to characteristics of students with ASD and modify a teaching strategy to achieve the objective). Furthermore, our findings provide a preliminary direction to develop a mindfulness-based intervention program for improving preservice PE teachers’ attitudes toward the inclusion of students
Zeljka Vidic, Mark St. Martin, and Richard Oxhandler
This mixed methodology study investigated the effects of a ten session mindfulness-based intervention on a women’s collegiate basketball team’s (n = 13) perceived stress, athletic coping resources, and perceptions of the mindfulness intervention. Quantitative results showed a progressive decrease in stress and an increase in athletic coping skills over the course of the intervention. Qualitative results indicated the mindfulness intervention was beneficial in various aspects of the athletes’ lives in the form of improved awareness, control, focus, presence and relaxation. These results suggest that mindfulness training may be an effective approach in assisting college athletes attain benefits in both sport and life.