Document Type
Article
Publication Date
Winter 2022
College/Unit
College of Physical Activity and Sport Sciences
Department/Program/Center
Sport and Exercise Psychology
Abstract
This study evaluated the feasibility and effectiveness of a low-dose mindfulness program with student–athletes (SA) at a
sport academy in the USA. First, SAs were introduced to mindfulness in their health class with conceptual lessons and guided
meditations from the Headspace ‘Guide to Meditation’ series. Following each episode, SAs reflected on their experience
via guided prompts led by their teacher. The second phase shifted towards applying mindfulness within their sport through
app-based guided meditations and sport-based reflections led by teachers in their mental skills classes. Student–athlete
perceptions of these experiences were captured through the reflection exercises and a post-program evaluation survey. Pre-
liminary outcome data related to mindfulness, mental health, and thriving was gathered at baseline, 8 weeks, and 16 weeks.
The sport academy staff provided in-depth feedback throughout and at the conclusion of the program. Although there were
several barriers and challenges (i.e., lack of buy-in, time commitment, and competition travel), numerous benefits were also
uncovered in SA reflections and evaluations. The Headspace series provided SAs with a time and space to relax, consider
new perspectives, and learn new skills. Academic vitality scores increased over the first eight weeks of the program as well.
Future research in this setting may consider spending additional time on SA buy-in, increase the integration of key staff
members, and ensure SAs are able to practice meditation on their own time.
Digital Commons Citation
Augustus, Andrew and Zizzi, Sam, "Mindfulness in the Sport Academy Classroom: Exploring Benefits and Barriers of a Low-Dose Intervention" (2022). Faculty & Staff Scholarship. 3272.
https://researchrepository.wvu.edu/faculty_publications/3272
Comments
This file is the uncorrected final author proofs prior to publication in Contemporary School Psychology