Examining the Effects of Mindfulness–Acceptance– Commitment Training on Self‐Compassion and Grit Among Elite Female Athletes Publisher Pubmed



Mohebi M¹ ; Sadeghibahmani D^{2, 3, 4} ; Zarei S¹ ; Zandi HG¹ ; Brand S^{3, 4, 5, 6, 7} Show Affiliations
Source: International Journal of Environmental Research and Public Health Published:2022

Abstract

Background: Mindfulness‐based interventions are well‐established in the field of psycho-therapy, and such interventions have also gained increased attention in the field of sport psychol-ogy, either to cope with psychological pressure or to improve an athlete’s performance. The goal of the present study was to examine whether a Mindfulness–Acceptance–Commitment (MAC) program could increase self‐compassion and grit among elite female athletes compared to an active control condition. To this end, we performed a randomized trial among female adult athletes. Meth-ods: Forty female adult athletes (Mage = 22.22, SD = 2.40) were randomly assigned either to the Mind-fulness–Acceptance–Commitment group (n = 20; 7 group sessions, 60 min each) or the active control group (n = 20; 7 group sessions, 60 min each). At baseline, seven weeks later at the end of the study and again four weeks later at follow‐up, participants completed a series of self‐rating questionnaires on mindfulness, self‐compassion and grit. Results: Dimensions of mindfulness, self‐compassion and grit improved over time, but more so in the Mindfulness–Acceptance–Commitment condition compared to the active control condition. Improvements remained stable from the study end to follow-up. Conclusions: While the active control condition improved dimensions of mindfulness, self‐com-passion and grit among female adult athletes, improvements were much stronger in the Mindful-ness–Acceptance–Commitment condition. Importantly, improvements in the Mindfulness–Ac-ceptance–Commitment condition remained stable over a time lapse of four weeks at follow‐up after study completion, suggesting that the Mindfulness–Acceptance–Commitment intervention ap-peared to improve cognitive–emotional learning processes. © 2021 by the authors. Licensee MDPI, Basel, Switzerland.