Top athletes face various challenges in their career on and off the sports field. Sport psychologists teach techniques to help athletes to cope with these challenges. Over the last 30 years, the techniques used stem mainly from psychological skills training (PST), which is influenced mainly from cognitive-behavioral theories. Recently, interest in mindfulness-based interventions has increased in sport psychology. This article identifies the limits of PST and presents theoretical considerations how mindfulnessbased interventions can amend PST. Further, it addresses in what form and by what mechanisms athletes could benefit.In reviewing current mindfulness literature, we conclude that it is important to distinguish between mindfulness practice and dispositional mindfulness. Mindfulness practice means the methods through which mindfulness is fostered, whereas dispositional mindfulness describes the tendency to be mindful in everyday life. In our conceptualization, we differ between three interwoven facets of mindfulness practice (intention, attention, and attitude), which are associated with six components of dispositional mindfulness. We consider that athletes with a higher degree in mindfulness practice and dispositional mindfulness will enhance the level of several required psychological skills through various impact mechanisms. Based on theoretical considerations, we suggest bare attention, experiential acceptance, values clarifications, self-regulation/ negative emotion regulation, clarity about one's internal life, exposure, flexibility, non-attachment, and rumination as possible impact mechanisms. A greater knowledge of the conceptualization of mindfulness and its impact on psychological skills could develop and improve the effectiveness of mindfulness based interventions in sports.
Mindfulness practice consistently and beneficially modulates mindfulness scores. Furthermore, physiological and psychological surrogates improved to a meaningful extent following mindfulness practice, as well as performance outcomes in shooting and dart throwing. It seems reasonable to consider mindfulness practice strategies as a regular complementary mental skills training approach for athletes, at least in precision sports; however, more high-quality, randomized, controlled trials on mindfulness practice and performance improvements in diverse sport settings are needed.
Trait mindfulness helps people handle distress and improves their satisfaction with life. The aim of the present paper is to examine whether trait mindfulness also promotes positive functioning (i.e., performance) in highly demanding situations, such as in elite sports. Mindfulness has been shown to improve athletes' ability to perform well, i.e., to increase their performance-delivery. However, researchers are still speculating about the underlying mechanism. The present research examines whether trait mindfulness enhances the ability of elite athletes to trigger performance in demanding situations by generally reducing competition anxiety and diminishing its negative impact when it occurs. Participants were 133 elite athletes from 23 different sports. They completed measures of trait mindfulness, competition anxiety, and performance-delivery. Mediation, moderation, and moderated-mediation effects of mindfulness and competition anxiety on performance-delivery were tested. Our findings indicate that trait mindfulness is related to fewer performance worries and prevents the remaining worries from influencing athletes' behavior, thereby helping them to perform better. Implications and directions for further research are discussed. Apart from benefits for psychological health, instructing people to become more mindful might be a promising approach to help them optimize their performance in demanding situations.
Background: Mental training intends to support athletes in mastering challenges in sport. The aim of our study was to investigate the differential and shared effects of psychological skills training and mindfulness training on psychological variables relevant to athletic performance (e.g., handling emotions or attention control). We assumed that each approach has its own strengths (e.g., mindfulness has a differential effect on the acceptance of emotions), but for some goals (e.g., attention control), both training forms are expected to be equally successful (i.e., shared effects). Methods: A total of 95 athletes (M age = 24.43, SD age = 5.15; 49% female) were randomly assigned into three groups: psychological skills training intervention (PST), mindfulness training intervention (MT), and wait-list control group (WL). Participants completed a questionnaire battery before and after the training (pretest and posttest). We assessed mindfulness, use of mental strategies, handling of emotions, attention in training and competition, as well as the dealing with failure. The two intervention programs each consisted of four 90-min group workshops conducted over a period of 4 weeks. Results: Both interventions passed the manipulation check, that is, PST led to more mental strategies being used (probabilities > 95%), and MT led to an increase in two of three aspects of mindfulness (probabilities > 98%) when compared to WL. Compared to WL, both interventions equally improved in the ability to not let emotions interfere with performance (probabilities > 99%) and in controlling attention in training and competition (probabilities > 89%). To a lesser extend, both interventions showed shared improvements in dealing with failure indicated by more action orientation (probabilities > 82%). We found a differential effect of MT on decreased experiential avoidance: MT decreased compared to WL and PST (probabilities > 92%), whereas PST did not differ from WL.
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