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Contributions of Psychological Skills and Mindfulness to NCAA Student-Athlete Well-Being

Title: The Contributions of Psychological Skills and Mindfulness to NCAA Student-Athlete Well-Being.
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Name(s): Foster, Brian Joseph, author
Chow, Graig Michael, professor directing dissertation
Newman, Joshua I., 1976-, university representative
Tenenbaum, Gershon, committee member
Dong, Shengli, committee member
Florida State University, degree granting institution
College of Education, degree granting college
Department of Educational Psychology and Learning Systems , degree granting department
Type of Resource: text
Genre: Text
Doctoral Thesis
Issuance: monographic
Date Issued: 2017
Publisher: Florida State University
Place of Publication: Tallahassee, Florida
Physical Form: computer
online resource
Extent: 1 online resource (89 pages)
Language(s): English
Abstract/Description: Participation in elite level sport requires being subjected to considerably stressful training and competition environments. Psychological skills and mindfulness have been demonstrated to enhance performance in sport, but less is known regarding how they impact an athlete's well-being in their sport and in their life. Greater knowledge of this relationship would aid practitioners in developing holistic, more psychologically well-adjusted student-athletes. To meet this end, 222 current NCAA Division I fall and winter sport athletes representing six different sports completed the Mental Health Continuum –Short Form (Keyes et al., 2008), Sport Mental Health Continuum –Short Form (Foster & Chow, 2016), Ottawa Mental Skills Assessment Tool-3 (Durand-Bush et al., 2001), Mindfulness Inventory for Sport (Thienot et al., 2014), and the Athletic Identity Measurement Scale (Brewer et al., 1993). Path analysis indicated that both psychological skills and mindfulness had significant moderate direct effects on sport well-being; however, only mindfulness was shown to have a significant moderate direct effect on global well-being. Correlational data indicated foundational skills and somatic skills, specifically self-confidence, relaxation, and activation, to be the most salient psychological skills for sport well-being and global-well. Nonjudgmental acceptance was the most salient mindfulness skill, as it had a moderate causal path to sport well-being and a strong causal path to global well-being. The practical implications of the findings include evidence for the importance of developing these skills in college athletes to enhance their sport well-being and global well-being.
Identifier: FSU_2017SP_Foster_fsu_0071E_13758 (IID)
Submitted Note: A Dissertation submitted to the Department of Educational Psychology and Learning Systems in partial fulfillment of the requirements for the degree of Doctor of Philosophy.
Degree Awarded: Spring Semester 2017.
Date of Defense: April 5, 2017.
Keywords: Athlete, Mental Health, Mindfulness, Psychological Skills, Sport, Well-being
Bibliography Note: Includes bibliographical references.
Advisory Committee: Graig Chow, Professor Directing Dissertation; Joshua Newman, University Representative; Gershon Tenenbaum, Committee Member; Shengli Dong, Committee Member.
Subject(s): Educational psychology
Psychology
Persistent Link to This Record: http://purl.flvc.org/fsu/fd/FSU_2017SP_Foster_fsu_0071E_13758
Owner Institution: FSU

Choose the citation style.
Foster, B. J. (2017). The Contributions of Psychological Skills and Mindfulness to NCAA Student-Athlete Well-Being. Retrieved from http://purl.flvc.org/fsu/fd/FSU_2017SP_Foster_fsu_0071E_13758