A Qualitative Exploration of Division I Tennis Players Completing the Mindfulness Meditation Training for Sport 2.0 Program

The present study examined college tennis players’ experience of the 6-hr sport-tailored mindfulness- and self-compassion-based intervention Mindfulness Meditation Training for Sport 2.0 (MMTS 2.0). Nine college athletes participated in individual semistructured interviews. Interview results revealed that the athletes perceived the mindfulness and self-compassions skills as valuable tools to respond optimally to adversity through observing, accepting, and offering self-compassion toward negative internal states on and off the court. The mindfulness and self-compassion skills were described as creating enhanced ability to overcome challenges and improve focus on the court and an enhanced quality of life off the court, including self-reported well-being markers. The participants also noted several challenges in completing the program (i.e., discomfort meditating, lack of independent practice, and hectic schedule as a student-athlete). These findings provide insight into how the delivery of mindfulness and self-compassion skills in a time-limited environment helps male and female athletes combat competition distress.

Download Full-text

Mindfulness Training for Coaches: A Mixed-Method Exploratory Study

Journal of Clinical Sport Psychology ◽

10.1123/jcsp.2014-0038 ◽

2015 ◽

Vol 9 (2) ◽

pp. 116-137 ◽

Cited By ~ 26

Author(s):

Kathryn Longshore ◽

Michael Sachs

Keyword(s):

Mixed Method ◽

Exploratory Study ◽

High Stress ◽

Well Being ◽

Emotional Stability ◽

Mindfulness Training ◽

Division I ◽

Semistructured Interviews ◽

Mixed Method Design ◽

Time Point

Mindfulness-based research in sport has focused on athletes, while coaches remain unexplored. Research consistently shows that coaches experience high stress, which can lead to burnout, reduced performance, and emotional mismanagement. The present study developed and explored Mindfulness Training for Coaches (MTC), which is aimed at increasing mindfulness and emotional stability while reducing anxiety. Participants were 20 Division I coaches. The mixed-method design included trait and state measures of anxiety, mindfulness, and emotion, along with qualitative semistructured interviews. Trained coaches reported significantly less anxiety and greater emotional stability from pre- to posttraining. The state measures showed trained coaches were lower in anxiety and adverse emotions at each time point. Interviews showed six distinct positive impacts on coaches: anxiety and stress; emotions; mindfulness; coaching; athletes; and personal life. MTC is a promising intervention for coaches to reduce stress, improve well-being, and enhance coach-athlete interactions.

Download Full-text

A Qualitative Exploration of the Role and Needs of Classroom Teachers in Supporting the Mental Health and Well-Being of Deaf and Hard-of-Hearing Children

Language Speech and Hearing Services in Schools ◽

10.1044/2019_lshss-18-0085 ◽

2019 ◽

Vol 50 (3) ◽

pp. 399-415

Author(s):

Emily Furness ◽

Ian W. Li ◽

Lisa Patterson ◽

Christopher G. Brennan-Jones ◽

Robert H. Eikelboom ◽

...

Keyword(s):

Mental Health ◽

Hard Of Hearing ◽

Well Being ◽

Classroom Teachers ◽

Semistructured Interviews ◽

Teacher Professional ◽

Hearing Children ◽

Qualitative Exploration ◽

Health And Well Being

Purpose Children who are deaf and hard of hearing (DHH) face a wide array of issues that can impact their mental health and well-being. This study aimed to explore the role of schools and classroom teachers in supporting the mental health and well-being of DHH children. Method A qualitative study comprising telephone and semistructured interviews with 12 mainstream school classroom teachers who directly support the education and well-being of DHH children was conducted. Thematic analysis was used to analyze the data. Result Classroom teachers indicated they play an important role in supporting the mental health and well-being of DHH children but identified a range of constraints to providing this support. Four themes were identified: (a) “culture of professional practice,” (b) “operationalized practice,” (c) “constraints to practice,” and (d) “solutions for constraints.” Conclusions Classroom teachers play an important role in supporting the mental health and well-being of DHH children but face several constraints in their practice, including limited training and awareness and access to resources. While further research is needed, this study suggests that classroom resources and teacher professional development are needed to enhance classroom teachers' understanding of how to support the mental health and well-being of DHH children.

Download Full-text

Burnout and Years of Sports Competition: Is There a Correlation?

Journal of Coaching Education ◽

10.1123/jce.6.2.194 ◽

2013 ◽

Vol 6 (2) ◽

pp. 194-195 ◽

Cited By ~ 1

Author(s):

Shelley L. Holden ◽

Christopher M. Keshock ◽

Brooke E. Forester ◽

Robert J. Heitman

Keyword(s):

Female Athletes ◽

Collegiate Athletes ◽

Maslach Burnout Inventory ◽

Well Being ◽

Personal Accomplishment ◽

Division I ◽

Psychological Injury ◽

Intensive Training ◽

Sport Competition ◽

Athlete Burnout

Introduction:Athlete burnout is a phenomenon that has been studied in previous research and is a concern in terms of athlete’s health and well–being (Capel, Sisley, & Desertrain, 1987; Harris, 2005; Kelley, Eklund, & Ritter-Taylor, 1999; Kjormo & Halvari, 2006; Raedeke, Warren, & Granzyk, 2000). Further, it is assumed by many sport coaches that the longer an athlete competes competitively in a sport, the greater chance for athlete burnout and the potential negative health consequences they could incur.Purpose:The purpose of the current study was to determine the correlation between years of sport competition and an athlete’s level of burnout on the Maslach Burnout Inventory (MBI) subscales of Emotional Exhaustion (EE), Depersonalization (DP), and Personal Accomplishment (PA).Method:The study was limited female athletes at a Division I institution in the Southeastern United States. Participants for this study were obtained via voluntary participation. The number of female athletes who completed the survey was 99. Athletes who participated were members of the women’s basketball, cross country, golf, soccer, softball, track and field, and volleyball teams.Results:The data was analyzed using Pearson correlations. Each burnout subscale was analyzed separately with years of sport competition. Results found no significant (p<.05) correlations between years of sport competition and EE (p=.038), DP (p=.029), or PA (p=-.062).Conclusion:The current findings indicate that years of sport competition are not correlated with levels of burnout and female Division I collegiate athletes. Much prior research has also examined intensive training and effects on young athletes and concluded that there are concerns about intense training and psychological injury (Maffulli & Pintore, 1990). Therefore, based upon prior research and the results of the current study, future research should continue to study the effects of years of competition and burnout in order to truly understand its effects on athletes.

Download Full-text

Modelo Integrador de Mindfulness (MIM): El cultivo de los estados mentales positivos hacia uno mismo y los demás a través del Mindfulness y la autocompasión

Anales de Psicología ◽

10.6018/analesps.32.3.261681 ◽

2016 ◽

Vol 32 (3) ◽

pp. 749 ◽

Cited By ~ 6

Author(s):

Raquel Rodríguez-Carvajal ◽

Carlos García-Rubio ◽

David Paniagua ◽

Gustavo García-Diex ◽

Sara De Rivas

Keyword(s):

Mindfulness Meditation ◽

Well Being ◽

Mental States ◽

Effect Sizes ◽

Mindfulness Practice ◽

Integrative Model ◽

Main Hypothesis ◽

Randomized Controlled ◽

Self Compassion ◽

Meditation Experience

There are more and more studies showing the effectiveness of Mindfulness-based interventions (MBI) in well-being. However, there are few studies that explore the mechanisms underlying this effect. The aim of this study is to present and validate the Integrative Model of Mindfulness (MIM). MIM main hypothesis is that mindfulness practice leads to an increment in mindfulness trait, which leads to an increase of self-compassion, and these in turn, lead to increase positive mental states towards others and oneself. A MBI intensive three-week with non-randomized controlled group was designed. Participants (N = 87) were differentiated by meditation experience as well. The results show large effect sizes regarding the effect of MBI on mindfulness trait, self-compassion and positive mental states to oneself and to others. The data support the MIM, indicating that the practice of mindfulness meditation leads in a sequentially way to the cultivation of mindfulness and self-compassion, which subsequently appears to lead to the development of positive mental states towards others and oneself.

Download Full-text