The Effects of Applied and Sport-Specific Mindful Sport Performance Enhancement Training on Mindfulness Skills, Flow, and Emotional Regulation in National Competitive Swimmers

2021 ◽  
Vol 5 (1) ◽  
pp. 114-123
Author(s):  
Jenny Meggs ◽  
Mark Chen
Keyword(s):  
Emotional Regulation ◽  
Relaxation Training ◽  
Performance Enhancement ◽  
Swimming Performance ◽  
Sport Performance ◽  
Control Group ◽  
Second Phase ◽  
Competitive Swimming ◽  
Mindfulness Skills ◽  
Competitive Swimmers

These case studies examined the effects of mindful sport performance enhancement (MSPE) programs on competitive swimming performance, flow experience, and emotional regulation. Sixteen national competitive adolescent swimmers were randomly allocated into MSPE (n = 9) and relaxation training (n = 7) groups for 8 weeks. In the second phase of the intervention, the 16 participants were evenly split into an MSPE group for swimming and a control group for 5 weeks. The participants completed measures of trait and state flow, and mindfulness pre- and postintervention. The data analysis revealed that mindfulness had significant effects on both action–awareness merging and clear goals subscales. Further analysis revealed that the MSPE for swimming group significantly improved in terms of presence relative to the control group. In conclusion, general and sport-specific mindfulness interventions can psychologically benefit adolescent competitive swimmers.

An Independent Examination of the Mindful Sport Performance Enhancement Protocol in National Collegiate Athletic Association Swimming and Diving

2021 ◽  
pp. 1-17
Author(s):  
Jason Kostrna ◽  
Aaron D’Addario
Keyword(s):  
Ncaa Division I ◽  
Emotional Regulation ◽  
National Collegiate Athletic Association ◽  
Performance Enhancement ◽  
Sport Performance ◽  
Control Flow ◽  
Division I ◽  
Control Group ◽  
Equivalent Control ◽  
And Control

The mindful sport performance enhancement (MSPE) protocol is designed to enhance mindfulness, emotional regulation, and attentional awareness and control. The MSPE consists of trainer led group sessions teaching the concepts of mindfulness through discussion and meditation practice. However, little research has tested the MSPE protocol’s adaptability and generalizability to National Collegiate Athletic Association (NCAA) Division-I teams and practitioners independent of the MSPE protocol’s creators. Therefore, the aim of the present study was to test the efficacy of an adapted MSPE protocol. The adapted MSPE protocol was delivered to a NCAA Division I team while a second team participated as a potentially equivalent control group. Both teams completed measures of attentional control, flow, rumination, and mindful attention as primary outcome variables. Results revealed significant decreases in rumination and trait anxiety, as well as improvements in concentration control and focusing ability compared with the control group. Findings support the external validity of the MSPE protocol to adapt to independent practitioners and a previously unstudied combination of sport and level of competition.

scholarly journals Promoting Third Graders’ Executive Functions and Literacy: A Pilot Study Examining the Benefits of Mindfulness vs. Relaxation Training

2021 ◽  
Vol 12 ◽  
Author(s):  
Carolina Cordeiro ◽  
Sofia Magalhães ◽  
Renata Rocha ◽  
Ana Mesquita ◽  
Thierry Olive ◽  
...  
Keyword(s):  
Executive Functions ◽  
Cognitive Flexibility ◽  
Relaxation Training ◽  
Preliminary Evidence ◽  
Third Graders ◽  
Mindfulness Training ◽  
Composite Score ◽  
Control Group ◽  
Mindfulness Skills ◽  
Text Quality

Research suggested that developing mindfulness skills in children improves proximal outcomes, such as attention and executive functions, as well as distal outcomes, such as academic achievement. Despite empirical evidence supporting this claim, research on the benefits of mindfulness training in child populations is scarce, with some mixed findings in the field. Here, we aimed to fill in this gap, by examining the effects of a mindfulness training on third graders’ proximal and distal outcomes, namely, attention and executive functions (viz., inhibitory control, working memory, and cognitive flexibility) as well as literacy-related achievement (viz., handwriting fluency, text quality, Portuguese grades). These outcomes were measured with behavioral tasks and teacher ratings. Sixty-six Portuguese children were randomly allocated to an experimental group receiving mindfulness training (n = 29) or an active control group receiving relaxation training (n = 37). Both training programs were implemented by psychologists in two 30-min weekly sessions for 8 weeks. All students were assessed before and after the interventions. Three main findings are noteworthy: (a) mindfulness training enhanced teacher-rated cognitive flexibility and a performance-based composite score of executive functions among children with higher pretest scores; (b) relaxation training improved performance-based cognitive flexibility and the composite score of executive functions among children with lower pretest scores; (c) children receiving mindfulness training had higher handwriting fluency and better grades in Portuguese than those receiving relaxation training. These findings provide preliminary evidence on the benefits of mindfulness training in educational settings and highlight the moderating role of baseline performance on those benefits.

Mindfulness for Long-Distance Runners: An Open Trial Using Mindful Sport Performance Enhancement (MSPE)

2009 ◽  
Vol 3 (4) ◽  
pp. 357-376 ◽  
Author(s):  
Lillian A. De Petrillo ◽  
Keith A. Kaufman ◽  
Carol R. Glass ◽  
Diane B. Arnkoff
Keyword(s):  
Performance Enhancement ◽  
Sport Performance ◽  
Control Group ◽  
Distance Runners ◽  
Long Distance ◽  
Parental Criticism ◽  
Personal Standards ◽  
State Mindfulness ◽  
Organizational Demands ◽  
Personal Standards Perfectionism

The present study sought to determine the effects of Mindful Sport Performance Enhancement (MSPE) on runners. Participants were 25 recreational long-distance runners openly assigned to either the 4-week intervention or to a waiting-list control group, which later received the same program. Results indicate that the MSPE group showed significantly more improvement in organizational demands (an aspect of perfectionism) compared with controls. Analyses of pre- to postworkshop change found a significant increase in state mindfulness and trait awareness and decreases in sport-related worries, personal standards perfectionism, and parental criticism. No improvements in actual running performance were found. Regression analyses revealed that higher ratings of expectations and credibility of the workshop were associated with lower postworkshop perfectionism, more years running predicted higher ratings of perfectionism, and more life stressors predicted lower levels of worry. Findings suggest that MSPE may be a useful mental training intervention for improving mindfulness, sport-anxiety related worry, and aspects of perfectionism in long-distance runners.

scholarly journals Parent-Child Mindfulness-Based Training: A Feasibility and Acceptability Study

2021 ◽  
Vol 26 ◽  
pp. 2515690X2110021
Author(s):  
Courtney H. Guenther ◽  
Rebecca L. Stephens ◽  
Macy L. Ratliff ◽  
Sarah J. Short
Keyword(s):  
Working Memory ◽  
Home Environment ◽  
Parental Support ◽  
Emotional Regulation ◽  
Working Memory Training ◽  
Memory Training ◽  
Control Group ◽  
Healthy Children ◽  
Mindfulness Skills ◽  
Parent Child

Stress in young children can interfere with academic achievement. To help address stress and aid in developing beneficial lifelong coping skills, educational systems are more widely incorporating programs that teach social and emotional regulation, such as mindfulness-based programs. The effects of these programs may be strengthened through parental support in the home environment. This study examined the feasibility and acceptability of a new Parent-Child Mindfulness-Based Training (PC-MBT) program, which delivered mindfulness-based training to parents and children simultaneously in the home environment. This study also implemented a working memory training after PC-MBT to assess the feasibility of completing two trainings sequentially. Healthy children, ages 8-10 ( n = 14), and their parents participated in the PC-MBT program. They met with an instructor at home and online each week for 6 weeks and were provided resources including books, worksheets, audio recordings, and daily practices to reinforce mindfulness skills. A control group ( n = 8) participated in the working memory training only. All PC-MBT and control children, except one, participated in the working memory training. All PC-MBT assigned families completed the PC-MBT program, and a majority utilized all types of the mindfulness training materials. A majority of participants also reported high levels of enjoyment and understanding of the PC-MBT program. This study establishes the feasibility and acceptability of the PC-MBT program and lays the foundation for future studies to assess program efficacy in healthy and clinical populations as well as the utility of PC-MBT to improve engagement and outcomes of other cognitive training programs.

Effect of Activity-Based Games on Students' Academic Achievement in Social Sciences

2021 ◽  
pp. 82-95
Keyword(s):  
Academic Achievement ◽  
Performance Test ◽  
Mean Value ◽  
Control Group ◽  
Second Phase ◽  
Initial Stage ◽  
Post Test ◽  
The Mean ◽  
Based Instruction ◽  
Experimental Group

The purpose of the research was to investigatethe effect of activity-based games on the academic achievement of graduate-level pupils in social sciences.An experimental research design with a pre-and post-test control group was used in this study. As pre-test and post-test, MCQ achievement tests containing 70 items were used as research methods for data collecting. The initial stage in this initiative was to collect data on what inspires children to learn. Both groups took a pre-test, and the results were tallied.The project's second phase was to study the effects of variousactivities on academic achievement. Both groups were given an MCQ performance test. The T-test was used to analyze the data. The findings of this study demonstrated that, compared to the control group, mostpupils'marks improved in the experimental group. The mean value showedthat experimental group participants scored 18.77on the post-test, while control group students scored 16.21. According to a post-lesson poll, most students regarded activity-based games to be more engaging than lecture-based instruction.

The Effect of Acceptance and Commitment Therapy on Psychological Flexibility and Emotional Regulation in Patients with Spinal Cord Injuries: A Randomized Controlled Trial

2021 ◽  
Vol In Press (In Press) ◽  
Author(s):  
Mohammad Saeed Khanjani ◽  
Javad Kazemi ◽  
Jalal Younesi ◽  
Asghar Dadkhah ◽  
Akbar Biglarian ◽  
...  
Keyword(s):  
Spinal Cord ◽  
Emotion Regulation ◽  
Emotional Regulation ◽  
Spinal Cord Injuries ◽  
Psychological Flexibility ◽  
Control Group ◽  
Acceptance And Commitment ◽  
Significant Difference ◽  
Cord Injury ◽  
And Control

Background: Patients with spinal cord injuries suffer from some psychological problems, such as inadequate emotional regulation and flexibility for adapting to the post-injury condition. In this regard, acceptance and commitment therapy (ACT) can improve psychological flexibility and emotional regulation. Objectives: The main goal of this study was to analyze the effectiveness of ACT in improving psychological flexibility and emotional regulation in patients with spinal cord injuries. Methods: This quasi-experimental design study was based on a pretest-posttest method with a control group. The study population consisted of all patients with spinal cord injury referred to Jalaeipour Rehabilitation Center in Tehran. The study sample included 30 patients with spinal cord injury selected by the purposive sampling method. The inclusion criteria were patients aged 20 to 55 years, residing in Tehran, and with at least a high school diploma. The injury duration varied between one and five years, and the injuries were thoracic and lumbar injuries and an intermediate score of psychological flexibility and emotion regulation. The exclusion criteria were patients with cervical spinal cord injuries, as well as patients who were simultaneously receiving another psychological treatment together with the subjects who suffered from brain damage. Patients were randomly assigned to the experimental and control groups based on random numbers. There were 15 patients in each group. The intervention group received ACT during eight sessions (1.5-hour group therapy) held once a week at Jalaeipour Rehabilitation Center in Tehran (2018), while the control group received routine care. Dennis and Vander Wal’s cognitive flexibility inventory (CFI) and Gross and John’s emotion regulation questionnaire (ERQ) were completed before and one week after the intervention. The data were analyzed using multivariate analysis of covariance (MANCOVA). Results: There was a significant difference in demographic indicators between the two groups. Based on MANCOVA with the baseline score, the mean scores of psychological flexibility and emotion regulation had a significant difference regarding the results of ACT between the experimental and control groups (P < 0.05). Conclusions: According to the findings, ACT can improve psychological flexibility and emotional regulation in patients with spinal cord injuries.

scholarly journals Efficacy of Online Group Counseling with Mindfulness-Based Cognitive Approach to Enhance Students’ Humility

2021 ◽  
Vol 4 (1) ◽  
pp. 78-90
Author(s):  
Rohmatus Naini ◽  
Mungin Eddy Wibowo ◽  
Mulawarman Mulawarman
Keyword(s):  
Group Counseling ◽  
Character Strengths ◽  
Control Group ◽  
Cognitive Approach ◽  
Control Group Design ◽  
Mindfulness Skills ◽  
Significant Change ◽  
Character Building ◽  
Online Group

Character building is an important part of the counseling services in the schools. Humility is a character strengths as a basic development others virtue. This study aims to examine the effectiveness of online group counseling with mindfulness-based cognitive approach to enhance students' humility. This study is pretest posttest control group design with 16 students who divided in to experimental and control groups. To measure the students' humility, authors used 32 items of humility scale (α = .901). Furthermore, to measure mindfulness skills using children and adolescence mindfulness measurement (α = .790). Based on the results of the paired t-test data analysis, obtained the pretest – posttest (t = 18,391; p = .56), posttest – follow up (t = -5,769; p = .001), and pretest – follow up (t = -30.549; p = .001). There was a significant change in the humility score which marked by (p < .05). Comparison analysis between the control group (MD = 12.62; SE = .87; p = .001) was interpreted as a significant increase change in the students' humility. In addition, there is a significant interaction between students' humility in the group as evidenced by (F (2,4) = 56,764, P = .001, Ƞp2 = .73). As the result, there is a significant change in mindfulness group counseling effect on increasing humility and has a large interaction effect.

Sign in / Sign up

Export Citation Format

Share Document