Effects of brief online mindful sport performance enhancement on athletes' mental health, emotion regulation, and performance: a mixed-methods randomized controlled trial.
International journal of sports medicine June 16, 2025 DOI: 10.1055/a-2602-9082 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Randomized controlled trial Qualitative Peer reviewed |
|---|---|
| Sample size | 53 |
| Population | Student-athletes |
| Intervention | Mindful Sport Performance Enhancement program |
| Duration | 6-day intervention |
| Keywords | Emotional regulation Online mindfulness Digital mindfulness Athlete mental health Sports psychology Self-regulation Psychological well-being Web-based meditation Virtual awareness program Online program Online intervention Emotion control Emotional management Emotional mastery Athletic well-being Performance psychology Sports performance Student-athletes Athlete support |
| Citations | 4 |
| Key findings | A 6-day online mindfulness program improved emotional regulation and protected against mental health declines in student-athletes, but did not significantly affect suppression, subjective well-being, or self-rated performance. |
Abstract
A growing body of sports psychology research has focused on mindfulness-based training in sports environments. This study examined the effects of a 6-day online Mindful Sport Performance Enhancement program on mental health, emotion regulation (reappraisal and suppression), and athletic performance in student-athletes. Fifty-three participants were randomly assigned to experimental or waitlist control groups. Pre- and post-test data were collected using the Sports Mental Health Continuum-Short Form, Emotion Regulation Scale for Athletes, and a Self-rated Performance Questionnaire. Additionally, eight participants from the experimental group joined a post-intervention focus group interview. Results from 2×2 mixed-design ANOVAs revealed significant interaction effects for the mental health continuum (η p 2=0.242) and reappraisal (η p 2=0.240), suggesting improved emotional regulation and protection against mental health declines. However, suppression (η p 2=0.008), subjective well-being (η p 2=0.055), and self-rated performance (η p 2=0.005) showed no significant improvements. Qualitative findings highlighted perceived benefits of the intervention, such as increased mindfulness, better emotional control, and improved focus and performance. In conclusion, although statistical improvements were limited to select outcomes, the 6-day online MSPE intervention appears to be a brief, feasible approach for supporting the psychological functioning of student-athletes.