The Effects of Positive Psychological Interventions on Identity,Mental Energy, Well-being, and Self- Compassion Among Chinese Collegiate Student-athletes
The Effects of Positive Psychological Interventions on Identity,Mental Energy, Well-being, and Self- Compassion Among Chinese Collegiate Student-athletes
The purpose of this study is to examine the effects of positive psychology intervention on the identity, psychological competence, well-being, and self-compassion of Chinese student-athletes. The first part of the study is guided by the theory of positive psychology and positive psychological interventions. Five scales, namely the Academic and Athletic Identity Scale, Athletic Mental Energy Scale, Sport Mental health Continuum-Short Form, Perceived Available Support in Sport Questionnaire, and Self-Compassion Scale-Short Form, are selected and translated from English into Chinese to validate the reliability and validity of the five scales in the Chinese population. The investigators will invite student-athlete to participate in a two-part study .This study will last approximately 8 weeks for a total of 12 interventions that have been shown to have a positive impact on people;s lives and the investigators would like to further examine the potential. participants will not be forced to participate in this study if they do not wish to.
The experimental intervention is designed to enhance student-athletes' mental energy, well-being, self-compassion, and identity through an eight-week positive psychology training program. Each week consists of two modules, focusing on different techniques and methods from positive psychology, aimed at improving athletes' mental health and performance.
In Week 1, the intervention covers two modules: "Recreating Glory" and "Three Good Things." Participants will reflect on their personal achievements, write them down, and share these positive memories to enhance emotional regulation and self-awareness. The "Three Good Things" exercise encourages participants to recall three positive events each day, fostering positive thinking and broadening their perspective on life.
Week 2 focuses on "Sport Strengths" and "Character Strengths." Participants will identify their athletic strengths and areas for improvement, setting realistic goals to boost self-efficacy. They will also evaluate their character strengths with the help of family and friends, choosing the five that best represent them and reflecting on how these strengths shape their personal identity.
In Week 3, the modules "Using Strengths to Overcome Stress" and "Personal Growth Plan" will teach participants how to leverage their strengths to cope with stress and negative emotions. They will also develop a personal growth plan to envision a better future self, enhancing their well-being and goal achievement.
Week 4 includes "Positive Self-Talk" and "Optimistic Attribution." Participants will learn how to reduce self-criticism and increase self-esteem through compassionate self-talk. They will also be guided to attribute success and failure in a positive, rational way, helping them build resilience and confidence in handling unexpected challenges in sports.
In Week 5, the "Enjoying Life" module teaches participants how to slow down, focus on life's beauty, and relax. Music and mindful relaxation exercises are introduced to help them manage stress. Week 6, the "Acts of Kindness" module, encourages participants to use their strengths to help others, fostering a sense of accomplishment and emotional fulfillment through positive actions.
Week 7 focuses on "Positive Relationships," helping participants develop empathy and teamwork by recognizing the strengths of those around them, which enhances group cohesion. Lastly, in Week 8, the "Dream List" module prompts participants to think about and plan for their future aspirations, helping them pursue long-term goals and find meaning in life.
Overall, this intervention integrates various dimensions of positive psychology to promote comprehensive improvements in the mental energy, well-being, and self-awareness of student-athletes.
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Exclusion Criteria: