Effects of Wrestling Training on Psychological Well-Being, Anxiety, and Resilience in Adolescent Boys
Effects of Wrestling Training on Psychological Well-Being, Anxiety, and Resilience in Adolescent Boys
This randomized controlled study investigated the psychological effects of a six-week, non-competitive wrestling training program in sedentary adolescent boys. Thirty participants were assigned to either a wrestling group or a control group. Psychological well-being (WHO-5), sport anxiety (SAS-2), and resilience (BPRS) were measured before and after the intervention.
The wrestling group showed significant improvements in well-being and psychological resilience, along with marked reductions in total sport anxiety and its subcomponents (worry, somatic anxiety, concentration disruption). All changes demonstrated large effect sizes, while the control group exhibited no meaningful positive changes.
Overall, the findings suggest that even short-term, structured wrestling training can enhance emotional well-being, reduce anxiety, and strengthen resilience in adolescent boys. The study highlights wrestling as a promising physical activity for supporting youth mental health.
Detailed Description of the Study Purpose and Rationale The study explores how short-term wrestling training affects psychological well-being, anxiety, and resilience in adolescent boys. While the physical benefits of wrestling are well known, its psychological impacts-especially in non-competitive, beginner contexts-have been insufficiently studied. Adolescence is a critical developmental period marked by heightened emotional sensitivity and vulnerability to stress and anxiety. Given the known mental health benefits of structured physical activity, the authors aimed to determine whether wrestling could serve as a mental health-supportive intervention for youth.
Study Design and Participants
The research employed a randomized controlled pretest-posttest design involving 30 sedentary male adolescents aged 12-15 years. Participants were divided into:
Wrestling Group (n = 15) Control Group (n = 15) Inclusion criteria ensured no prior experience with wrestling or other combat sports and minimal physical activity in the preceding six months. The study was ethically approved and conducted following the Declaration of Helsinki.
Intervention The wrestling group completed a six-week structured wrestling program with sessions three times per week, each lasting 60 minutes. The program progressed through foundational stances, entries, defensive techniques, agility, strength drills, and integrated combined training sessions. Warm-ups, dynamic stretching, and wrestling-specific drills formed each session's core. All sessions were supervised by certified coaches, with 100% adherence and no injuries.
The control group maintained their daily routines without added exercise.
Measurements
Three validated psychological scales were used:
WHO-5 Well-Being Index Measures positive mood and general well-being.
Sport Anxiety Scale-2 (SAS-2)
Includes subscales for:
Worry Somatic Anxiety Concentration Disruption Brief Psychological Resilience Scale (BPRS) Evaluates ability to recover from stress. Assessments were conducted at baseline and post-intervention under standardized laboratory conditions.
Statistical Analysis Data normality was examined with the Shapiro-Wilk test. A two-way repeated-measures ANOVA evaluated group × time interactions, with Bonferroni post-hoc tests where necessary. Partial eta squared (ηp²) quantified effect sizes, interpreted based on established benchmarks.
Key Findings
Psychological Well-Being The wrestling group showed a significant increase in WHO-5 well-being scores. The control group showed no significant change. The effect size was large (ηp² = 0.717).
Sport Anxiety
Overall sport anxiety and all its subcomponents exhibited significant changes:
Worry Wrestling group: significant decrease Control group: significant increase Somatic Anxiety Significant decreases in both groups, though greater in the wrestling group. Concentration Disruption Wrestling group: significant decrease Control group: significant increase Total Sport Anxiety Wrestling group: strong reduction Control group: strong increase Effect size extremely large (ηp² = 0.938)
Psychological Resilience Wrestling group: significant improvement Control group: no change Effect size: ηp² = 0.519 Interpretation of Results
The data indicate that structured, non-competitive wrestling training:
Enhances emotional well-being Reduces both cognitive and physical symptoms of anxiety Supports the development of resilience and stress recovery abilities Helps maintain concentration and reduce performance-related worry These findings align with prior research showing psychological benefits of combat sports, such as improved self-control, emotional regulation, and coping strategies.
The simultaneous increase in anxiety in the control group suggests that adolescence alone may contribute to rising stress levels-highlighting the protective role of physical activity.
Practical Implications
The study provides evidence that wrestling, even at a beginner level, can serve as:
A preventive mental health intervention A structured environment that promotes emotional stability A method to build psychological resilience in adolescent boys A supportive physical activity option for school and community programs The influence appears beneficial even within six weeks, without competitive pressures.
Limitations Small sample size (n = 30) Only male adolescents Conducted within a single cultural context Short intervention duration No long-term follow-up Future studies should investigate long-term effects, gender differences, hormonal or neurophysiological mechanisms (e.g., cortisol, HRV), and comparisons with other sports.
Conclusion The study demonstrates that a six-week wrestling training program significantly improves psychological well-being and resilience while reducing sport-related anxiety in adolescent boys. These findings support the potential of wrestling as a valuable tool for promoting youth mental health in structured, safe, non-competitive environments.
Inclusion Criteria:
Exclusion Criteria: