Athletic Coping Skills Inventory Research Articles

A novel investigation of NCAA athletes’ psychological skill profiles through a person-centered approach

ABSTRACT Psychological skills provide useful information about athletes’ competitive levels and athletic successes. However, previous studies on NCAA athletes examined Division I, but not Divisions II and III. Using a person-centered approach, we explored the psychological skill profiles of Division I, II, and III athletes (N = 378; M age = 19.88), who completed an online survey assessing demographic backgrounds and the Athletic Coping Skills Inventory-28. Cluster analyses indicated three profiles – Low Psychological Skills, Moderate Psychological Skills, and High Psychological Skills. Comparison of the profile composition indicated a significantly (1) larger female-to-male athlete distribution in the Low Psychological Skills profile (19.0% to 81.0%) than in the Moderate Psychological Skills profiles (40.2% to 59.8%) and the High Psychological Skills profile (41.7% to 58.3%); (2) larger individual-to-team-sports distribution in the Low Psychological Skills profile (41.5% to 58.5%) than in the Moderate Psychological Skills profile (22.6% to 77.4%); and (3) larger nonstarter-to-starter distribution in the Moderate Psychological Skills profile (48.0% to 52.0%) than in the High Psychological Skills profile (27.2% to 72.8%). The profile composition was not significantly different across division. Additionally, the High Psychological Skills profile had a significantly higher average amount of psychological practices than the Low Psychological Skills profile.

Athletic Identity Associations in Young Sports Medicine Patients.

Few studies have assessed athletic identity levels in young patients. This study examined athletic identity in adolescents and explored associations between athletic identity, patterns of sport participation, and coping skills. Patients aged 12 to 18 years who received sports medicine care completed a one-time, voluntary, anonymous survey. Surveys included demographics, sport participation information, Athletic Identity Measurement Scale (AIMS), and Athletic Coping Skills Inventory (ACSI). Statistical analysis included Fisher exact test, Student t test, Wilcoxon rank sum test, Kruskal-Wallis test, and Pearson correlation. Three hundred thirty-four patients (mean ± SD age 15.0 ± 1.8 years, 64.7% girls) completed questionnaires. The mean AIMS and ACSI scores were 45.2 ± 11.5 and 50.2 ± 10.9, respectively. No notable differences were observed in AIMS scores between age groups or sexes. An increase in mean AIMS scores (higher athletic identity) was seen with greater weekly hours of sport participation (P < 0.001) and months per year of primary sport participation (P < 0.001). Multisport per season athletes had higher AIMS scores than single-sport athletes (48.2 ± 10.1 vs. 43.0 ± 11.9, P < 0.001). Team sport athletes reported higher athletic identities than individual sport athletes (47.0 ± 10.7, 41.4 ± 11.4, P < 0.001). Athletic Identity Measurement Scale scores positively correlated with ACSI scores (r = 0.31, P < 0.0001). Athletes with the highest athletic identity had markedly higher scores on ACSI subscales of Coachability, Concentration, Confidence and Achievement Motivation, Goal Setting and Mental Preparation, and Peaking Under Pressure than athletes with the least athletic identity. However, those with the highest athletic identities reported significantly lower scores on the ACSI Freedom From Worry subscale (P < 0.001). Athletic identity did not differ among adolescents by age or sex. Athletic identity was higher in team sport athletes and those with increased sport participation volumes. While high athletic identity was associated with higher scores on favorable coping skill dimensions, these athletes may also worry more, potentially placing them at greater psychological risk after injury.

The Efficacy of a Mental Skills Training Course for Collegiate Athletes.

Psychological skills training improves performance in athletes. However, authors of few studies have looked at the efficacy and satisfaction of mental skills training programs for collegiate athletes. To evaluate the satisfaction of collegiate athletes with a 6-session mental skills course and to assess changes in mental toughness and coping skills before and after the course. Cohort study. Division I collegiate athletic teams. Fifty-four Division I female athletes (mean age = 19.8 years) participated in the program, and 42 (77.7%) completed precourse assessments, which subsequent evaluations were matched to. The Athletic Coping Skills Inventory (ACSI; range, 0-84) and Mental Toughness Index (MTI; range, 8-56) assessed coping skills and mental toughness precourse, immediately postcourse, and 4 months postcourse. Satisfaction was assessed on a 10-point scale. For participants with paired precourse and immediately postcourse data (n = 37, 68.5%), MTI scores improved by a mean 2.6 points (95% CI = 1.1, 4.1; P = .001), and ACSI scores improved by a mean 4.0 points (95% CI = 0.6, 7.4; P = .02). At the 4-month follow-up (n = 25, 46.2%), no change was detected from precourse in mean MTI score (P = .72), but a significant increase of 3.4 points in mean ACSI (95% CI = 0.4, 6.4; P = .03) occurred. Overall satisfaction had a median score of 9/10 (interquartile range, 8-10) at postcourse, and 18 participants (48.6%) shared positive free-text comments regarding course delivery, content, and impact. No negative feedback was reported. Mental toughness and coping skills scores significantly improved at postcourse assessment, with coping skills scores maintaining their effect at 4 months. The improvements identified spark the question of the potential impact of mental skills training programs when studied in larger athlete populations or over more sustained periods of time. Athletes reported being highly satisfied with course content and reported overall positive experiences.

Psychological readiness of football players for the match and its connection with self-esteem and competitive anxiety

For athletes, failure in a match is psychologically difficult. Since the movement abilities of athletes are often comparable, it is assumed that one of the key elements of victory is also their psychological readiness. Many experts recommend rigorously examining all factors affecting the performance of football players, especially in matches. The aim of our study is to determine whether a football player's coping with adversity, coachability, motivation to succeed, goal setting, peaking under pressure, or fear of failure are significantly predicted by their self-esteem or a specific aspect of competitive anxiety, which can be crucial for the direction of psychological preparation in collective sports. The research sample consisted of 107 male football players in the age range of 18–29 years registered with the Slovak Football Association, who actively participated in the team's matches. Football players filled out a booklet of psychological tests, including the Athletic Coping Skills Inventory, the Sport Anxiety Scale, and the Rosenberg Self-Esteem Scale. The results of the regression analysis showed that the self-esteem of football players is a significant predictor of achievement motivation and their ability to listen to the coach's instructions. Along with the somatic component of anxiety, it also predicts goal-setting. Cognitive anxiety of football players, characterized by negative thoughts, turned out to be a significant predictor of coping with adversity during a football match and their peaking under pressure, and together with concentration disruption, it also predicts the ability of football players to free themselves from worries about what the audience thinks about their sporting performance in the match.

Differences in athletic identity, sport participation, and psychosocial factors following anterior cruciate ligament rehabilitation in youth athletes.

While youth sports benefits the developing athlete, athletes may also be subject to injury and subsequent return-to-sport protocols. The current return-to-sport criteria emphasize physical measures; however, psychological measures may also be valuable to inform providers of an athlete's readiness. One such measure is athletic identity defined as the degree to which an individual identifies with the athlete role. To better understand athletic identity in return-to-sport, this study aimed to identify relationships and trends between the Athletic Identity Measurement Scale (AIMS), demographic variables, sport participation measures, and the Athletic Coping Skills Inventory-28 (ACSI-28) in youth athletes during rehabilitation following anterior cruciate ligament reconstruction (ACLR). A retrospective review was completed of patients who underwent ACLR at a sports medicine clinic between October 2019 and May 2021. Patients responded to a series of patient reported outcomes (PROs) regarding physical and psychological function at a pre-surgical baseline and after 1 year of rehabilitation. Patients were then divided into groups of high/low AIMS and an increased/decreased AIMS between 1 year and baseline for comparison. Independent samples t-tests and ANOVAs were performed as appropriate with a 95% confidence interval. In the final sample, 87 patients (15.3 ± 1.8 years) were included, with 51.7% being females. Total AIMS scores decreased from 50.3 to 47.5 over rehabilitation (p = 0.019). Furthermore, results indicated that nearly all AIMS scores decreased during rehabilitation, with none showing an increase; however, not all domains were significant. Conversely, all sport participation and coping ability PROs increased over time points except for ACSI-Confidence and Achievement Motivation. Generally, those in the groups with high AIMS and an increase in AIMS also had higher scores in physical function and coping ability PROs, with the groups separated by high/low AIMS exhibiting more frequent statistical significance. Given these results, it appears that athletes may lose identification with the athlete role after ACLR and struggle even 1 year for rehabilitation, but those who recover athletic identity the best may also be those able to cope most effectively with the stressors induced by injury.

Comparison of anxiety status, social support, and coping mechanisms among football players and American football players

Objective: We aimed to assess the differences of psychological factors among football players and American football players. Methods: A total of 68 players (34 American football players and 34 football players) were investigated. Data of players (age, height, body weight, body mass index, marital status, sports experience), and their answers to State-Trait Anxiety Inventory (STAI), Multidimensional Scale of Perceived Social Support (MSPSS) and Athletic Coping Skills Inventory-28 (ACSI-28) were collected. Results: Height, body weight and body mass index values of American football players were significantly higher than football players (p=0.033; p&lt;0.001; p&lt;0.001, respectively). The rate of being married of football players was significantly higher than American football players (p=0.021). Sports history of football players was significantly higher than American football players (p&lt;0.001). The state anxiety level of American football players is significantly lower than football players (p&lt;0.001), and total scores for social support (p=0.038), coping with adversity (p=0.013), coachability (p&lt;0.001), concentration (p=0.002), and confidence and achievement motivation subscales (p=0.005) were significantly higher than football players. Conclusion: The psychological state of the athletes, their ability to cope with stressful conditions and the social support they receive may differ among sports branches. Therefore, considering the differences between the athletes in different sport branches may contribute when planning appropriate interventions for mental health programs.

Relationships between common pre-season screening measures and dance-related injuries in pre-professional ballet dancers.

OBJECTIVE: To examine modifiable and non-modifiable factors for associations with dance-related injury among pre-professional ballet dancers over five academic years. DESIGN: Prospective cohort study METHODS: Full-time pre-professional ballet dancers [n=452; 399 female, median (range) age: 15 years (11-21)] participated across five academic years at a vocational school. Participants completed baseline screening and online weekly injury questionnaires including dance exposure (hours/week). Zero-inflated Poisson regression models were used to examine associations between potential risk factors measured at baseline and self-reported dance-related injury. RESULTS: In count model coefficients, left one leg standing score [log coefficient estimate: -0.249 (95%CI: -0.478, -0.02); p=0.033] and right unipedal dynamic balance time [log coefficient estimate: -0.0294 (95%CI: -0.048, -0.01); p>0.001] carried a protective effect with increased years of training when adjusted for Athletic Coping Skills Inventory (ACSI) score. A significant association was found for left unipedal dynamic balance time and dance-related injury [log coefficient estimate: 0.013 (95%CI: 0.000, 0.026); p=0.045] when adjusted for years training and ACSI score. There were no significant associations between dance-related injury and ankle and hip range of motion, active straight leg raise or Y-balance test measures. CONCLUSION: When adjusted for years of previous dance training and psychological coping skills, there was a significant association between limb-specific lumbopelvic control and dynamic balance tasks, and self-reported dance-related injury in pre-professional ballet.

The Impact of a Psychological Skills Training and Mindfulness-Based Intervention on the Mental Toughness, Competitive Anxiety, and Coping Skills of Futsal Players-A Longitudinal Convergent Mixed-Methods Design.

Despite the sport's popularity, there is a paucity in futsal psychological interventional research. This study analysed the impact of a ten-session psychological skills training and mindfulness-based intervention (PSTMI) on the mental toughness, competitive anxiety, and athletic coping skills of national league futsal players (n = 13). It also analysed whether these variables were predicted by playing experience. Pre-/post-intervention questionnaires were filled in and analysed (Competitive State Anxiety Inventory-2, Sport Mental Toughness Questionnaire, and Athletic Coping Skills Inventory-28). Semi-structured interviews were also conducted with seven athletes; quantitative and qualitative data were integrated in a convergent parallel mixed-methods design. Results revealed significant medium-to-large improvements in mental toughness, cognitive anxiety, and coping skills following the PSTMI. Years of playing experience positively and significantly predicted better self-confidence and coping skills. Thematic analysis generated five themes: (1) post-intervention enhancement in athletic performance and well-being; (2) the non-athletic commitments of futsal players; (3) diverse views on how to improve the intervention; (4) instilling social identity through sport psychology sessions; and (5) the impact of years of experience on skill learning. Results mirrored those from other sporting disciplines. The PSTMI was well-received and equipped athletes with beneficial psychological skills, stressing the need for more sport psychology resources in futsal.

I’ve Seen This, So I’ve Got This! Exploring the Use of Imagery and Self-Talk Within Action Sports Athletes

The present study aimed to expand the current knowledge of psychological skills usage within athletes of action sports by exploring the use of imagery and self-talk within skateboarders and snowboarders. Skateboarders and snowboarders (N 5 74) completed the Athletic Coping Skills Inventory (ACSI-28; Smith et al., 1995), the Self-Talk Questionnaire (S-TQ) for sports (Zervas et al., 2007), and the Sport Imagery Questionnaire (SIQ; Hall et al., 1998). Results indicated that participants scored significantly higher than reported norms of traditional athletes (Smith et al., 1995) on the coping with adversity and goal-setting/mental preparation subscales of the ACSI-28, and to a similar degree to traditional athletes on the remaining subscales. However, participants scored significantly lower on the total score of the ACSI-28 than previously reported action sports athletes (Young & Knight, 2014). Participants scored significantly higher than reported norms of traditional athletes on the cognitive functional and motivational functional subscales of the S-TQ. On the SIQ, participants scored significantly lower than reported norms for traditional athletes (Hall et al., 2005) on the MG-M subscale, while scoring similarly to reported norms on the CG, CS, MS, and MG-A subscales. Results of the present study confirm that action sports athletes utilize psychological skills to a degree similar to that of traditional athletes, and that skateboarders and snowboarders specifically include the use of imagery and self-talk within their psychological skills arsenal.

The Influence of Emotional Intelligence on Coping Ability in Senior Female Field-Hockey Players in South Africa.

Research has suggested that coping under pressure could be rooted in the ability to identify and manage one's emotions. In this study, we investigated this hypothesis using cross-sectional data obtained from a sample of South African national and university level female field-hockey players (N = 60, Mage = 21.57, SD = 3.65). A correlational research design was adopted of which a pen-and-paper survey containing the Emotional Intelligence Scale and Athletic Coping Skills Inventory-28 was used to collect the data. Descriptive results exposed players to yield higher than average levels of total emotional intelligence and coping ability in sport with significant differences noted between the national and university level players in terms of their ability to manage their own emotions (p = 0.018), utilise emotions (p = 0.007, d = 0.74), coping with adversity (p = 0.002, d = 0.84), coachability (p < 0.01, d = 3.17), and overall coping ability (p < 0.01, d = 1.00). After controlling for the level of participation, hierarchical linear regression analyses confirmed the relationship between the study variables exposing total emotional intelligence to be a significant predictor of players' ability to cope with adversity (β = 0.55, p = 0.006), concentrate (β = 0.43, p = 0.044), maintain confidence and achievement motivation (β = 0.42, p = 0.027), as well as overall coping ability (β = 0.28, p = 0.023). It was concluded that emotional intelligence may be a worthy contributor in the psychological profiling of players and a plausible intervention mapping tool in sport psychology practice to potentially enhance the coping ability of female field-hockey players.

신체불안이 높은 선수는 스트레스에 더 취약한가?

Purpose: The purpose of this study is to investigate the psycho-physiological responses to stress in relation to somatic anxiety using self-report survey and heart rate variability.BR Method: Participants were 26 middle school soccer players (13 from the low-anxiety group, 13 from the high-anxiety group). Sports anxiety scale (SAS), athletic coping skills inventory (ACSI), and visual analogue scale (VAS) were used and heart rate variability (HRV) was measured. A video by editing 15 injury scenes during a soccer match was used to elicit stress.BR Results: Compared to the low-anxiety group, the high-anxiety group showed higher cognitive anxiety and lower ability to cope with adversity, relief of pressure, concentration, confidence-achievement motivation, leadership capacity, and VAS relaxation. The high-anxiety group showed a significant decrease in self-confidence under stress condition, without group difference in rest. Compared to rest condition, SDNN, TP, and LF were decreased under stress condition.BR Conclusion: The higher the somatic anxiety, the higher the sports anxiety of the players, and the lower their athletic coping skills. The indirect experience of injury during the game lowered the confidence of the players and reduced the control of the autonomic nervous system.

Investigation of the Effect of 8-Week Life Kinetic Training on Self-Confidence, Attention and Psychological Skill Levels in Sedentary Men Students

This research was conducted to examine the effect of 8-week life kinetic training on self-confidence, attention and psychological skill levels in sedentary men students. Fifteen sedentary men participated in the study and the research was conducted using the pretest-posttest research model. In order to collect the data, “D2 Test of Attention” developed by Brickenkamp (1981), “Self-confidence Scale” developed by Akın (2007), “Athletic Coping Skills Inventory” developed by Smith (1995) and personal information form were used. The data were evaluated with the SPSS 25.0 statistical package program and the significance level was considered as p&lt;0.05. The normality test of the data was done with the Kolmogorov-Smirnov test, and the Wilcoxon test was used to compare the pre-test and post-test scores. According to the findings, no statistically significant difference was found between the 8-week life kinetic training sub-dimensions of sedentary men's self-confidence, attention and psychological skill levels (p&gt;0.05). As a result, it could be argued that life kinetic training applied for eight weeks does not have a positive effect on increasing self-confidence, attention and psychological skill levels in sedentary men.

Mindful Engagement Mediates the Relationship Between Motivational Climate Perceptions and Coachability for Male High School Athletes

The purpose of this study was to examine the mediating role of mindful engagement in the relationship between male high school athletes’ motivational climate perceptions on their teams (i.e., caring, task-, and ego-involving climate) to athlete coachability. Athletes (N = 164, Mage = 15.58 years) from multiple sports completed measures assessing mindful engagement in sport (Cognitive and Affective Mindfulness Scale—Revised), Caring Climate Scale, task- and ego-involving climate perceptions (Perceived Motivational Climate in Sport Questionnaire), and coachability (Athletic Coping Skills Inventory). Initial bivariate correlations linked mindful engagement and coachability positively with perceptions of a caring and task-involving climate and negatively with ego-involving climate perceptions. Structural equation modeling analyses then revealed mindful engagement mediated the relationship between climate and coachability. Encouraging coaches and players to foster a caring/task-involving climate might assist in enhancing athletes’ mindful engagement in sport, which may positively influence the degree to which they are coachable.

Failure Response and Coping among Female Collegiate Athletes

The current study explores the failure response and coping skills of 37 female collegiate athletes. All athletes completed the Athletic Coping Skill Inventory (ACSI-28) the Performance Failure Appraisal Inventory, and four athletes were interviewed. Descriptive statistics for the five subscales of the Performance Failure Appraisal Inventory (Form A) for the entire sample showed that fear of experiencing shame and embarrassment was the highest fear (M=3.27, SD=0.80), followed by fear of upsetting important others (M=2.77, SD=0.89). Descriptive statistics for the seven subscales of the Athletic Coping Skills Inventory for the entire sample showed that coachability had the highest score (M=10.06, SD=1.51), followed by confidence and achievement motivation (M=8.63, SD=1.74). Comparisons were also made based on athlete status (underclassman vs upperclassman) and by team status (team vs individual). Based on athlete status, a significance difference (p=0.05) on the PFAI inventory was found for fear of shame and embarrassment (under 3.5 mean, upper 2.89 mean, p=0.02), fear of uncertain future (under 1.26 mean, upper 0.60 mean, p=0.02), and overall score (under 2.61 mean, upper 2.15 mean, p=0.03). For all of these categories, upperclassmen were less likely than underclassmen to describe themselves as feeling fear of shame and embarrassment, fear of an uncertain future, and overall score. On the ACSI inventory, a significance difference was found for freedom from worry (under 4.8 mean, upper 6.84 mean, p=0.05). As indicated, upperclassmen are free from worry more than are underclassmen. Based on team status, no significant differences were found between team vs individual sport athletes on the PFAI inventory. On the ACSI inventory, a difference was found for peaking under pressure (team 7.84 mean, 5.66 individual mean, p=0.02). This finding indicates that team sport athletes, more so than individual sport athletes, feel challenged rather than threatened under pressure situations and perform well under pressure. Keywords: coping, athletes, coaches, failure

PHYSIOLOGICAL AND PSYCHOLOGICAL CHARACTERISTICS AMONG COMPETITIVE ROWERS

Introduction: Elite rowing athletes participated in anthropometric, psychological and physiological tests.&#x0D; Aim: This study aimed to investigate the relations between the traits of sport-confidence and competitive orientation, as well as to compare state measures of sport-confidence, self-efficacy and anxiety. Furthermore, this study targeted to examine the associations of these state measures with performance, in our case the 2000m rowing ergometer run time.&#x0D; Material and methods: Rowers (N=15) were subjected to anthropometric, psychological and physiological tests: max 2000 m on Rowing Ergo-test, Athletic Coping Skills Inventory-28, Competitive State Anxiety Inventory-2 and Sport Competition Anxiety Test.&#x0D; Results: CSAI-self-confidence showed a statistically significant difference between genders with boys having a higher score. Overall, SCAT (anxiety) scores were low (normal anxiety) in the sample for the vast majority (12 rowers), only 3 participants showed high anxiety. &#x0D; Conclusion: The psychological profile does not contribute significantly performance on 2000m Rowing Ergo-test but affects it. Girls completed the distance in a longer period of time, and cognitive anxiety was relatively greater among girls. Additionally, our study pointed out that if the physical parameters are 'inadequate,' then the psychological profile does not contribute to better performance.

The Collegiate Athlete Perspective on Return to Sport Amidst the COVID-19 Pandemic: A Qualitative Assessment of Confidence, Stress, and Coping Strategies.

(1) Background: The COVID-19 pandemic has created challenges for college athletes as they return to sport and campus life. Emerging literature highlights some of these challenges, but no studies have used a primarily qualitative approach to assess the impact of the pandemic on college athletes. The purpose of this study was to better understand factors affecting college athletes’ return to sport and campus life amidst the COVID-19 pandemic. (2) Methods: Semi-structured interviews were conducted with varsity athletes who participated in the 2020–2021 season at a single university. Qualitative analysis was performed using the Strauss and Corbin method to derive codes, categories, and themes. Additionally, Athletic Coping Skills Inventory-28 (ACSI-28) scores were recorded and analyzed using descriptive statistics. (3) Results: A total of 20 student athletes were interviewed, revealing that confidence and motivation, increased stress and anxiety, and adaptive coping strategies were common themes affecting their experiences returning to sport and campus life. Results from the ACSI-28 showed an average score of 49.5 and a range of 24–66. (4) Conclusions: Semi-structured interviews revealed factors impacting return to sport and student life. These findings can help inform how to better support college athletes throughout the remainder of the current pandemic and moving forward.

Effect of Judo Athletes’ Psychological Function on Sports Coping Skills: Moderated Mediating Effect of Tension

This study aimed to investigate the effects of Judo athletes’ psychological function on sports coping skills through self-management: the moderated mediating effect of tension. A total of 124 participants (66 males and 58 females) were included, comprising high school students, college students, and judo team players (age 16 to 30, 20.51 ± 3.17) in the Republic of Korea. The psychological function was measured using the Profile of Mood Test, Athletes’ Self-Management Questionnaire, and Athletic Coping Skills Inventory-28. The results of the analysis of the moderating effect of the athlete’s self-management behavior showed that tension had a moderating effect on the relationship between the athlete’s self-management behavior and sports coping skills. The mediating effect analysis revealed a mediating effect of self-management behavior on the relationship between player vitality and sports coping skills. It was also confirmed that tension had a moderating effect on athletes’ self-management behavior and sports coping skills. Therefore, it was confirmed that the higher the self-management, the more moderated the mediating effect on sports coping skills. In conclusion, it was confirmed that psychological function affects sports coping skills, and thereby, the mediating effect of the athlete’s self-management behavior is regulated by tension. In future research, it will be necessary to study the sports coping ability and performance of judo athletes according to tension control.

Assessment of Coping Skills in Pediatric Sports Medicine Patients

Background:Psychological variables play integral roles in an athlete’s response to injury recovery, and poor mental coping skills have been shown to have a negative impact. The Athletic Coping Skills Inventory-28 has been demonstrated to have predictive value in identifying pediatric patients who may be at risk for a prolonged recovery.Hypothesis/Purpose:The purpose of this study was to investigate variations in coping skills in pediatric sports medicine patients using the Athletic Coping Skills Inventory-28, and to examine correlations with the following variables: age, gender, individual vs. team sports, and time devoted to sport.Methods:This was a cross-sectional, single institution study, that assessed young sports medicine patients, ages 12-18. A one-time, voluntary, anonymous survey was utilized to assess demographics, primary sport, sport participation patterns, and the validated Athletic Coping Skills Inventory-28 (ACSI, range 0-84). Younger adolescents were considered to be ages 11-14 and older adolescents ages 15-18 for data analysis. Statistical analysis included Fischer’s exact tests, t-tests, Pearson correlations, linear regression analysis, and Wilcoxon rank sum tests.Results:Of 430 eligible patients, 334 (mean±sd age 15.0±1.8 years, 64.7% female, 35.3% male) completed questionnaires, for a 78% response rate. The mean ACSI score was 50.2±10.9. No significant differences were observed in overall ACSI scores between genders. ACSI scores were higher in younger adolescents compared to older adolescents (52.4±10.5 vs 48.9±10.9, p <0.010). Team sport athletes reported higher coping skill scores than individual sport athletes (51.2±10.9 vs 47.2±10.8, p<0.001). Multivariable linear regression revealed that younger team sport athletes demonstrated higher coping skill scores compared to older team sport athletes (55.9 vs 49.8, p<0.001). Younger team sport athletes also scored higher than the younger individual sport athletes (55.9 vs 47.6 p=0.002). In addition, playing >16 hours per week of sports adds 6.36 (95% CI: 3.14, 9.57) units to the total ACSI score compared to participants who play <11 hour per week.Conclusion:Athletic coping skills scores did not significantly differ among genders in adolescent athletes. ACSI scores were higher in younger adolescents and athletes playing team sports. Coping skill scores are also positively correlated with time devoted to playing sports.

The Efficacy of a Mental Skills Training Course for Collegiate Athletes

Background:Psychological skills training has been shown to improve performance in athletes. However, few studies have looked at the efficacy of mental skills training programs in young athletes.Hypothesis/Purpose:The purpose of this study was to evaluate satisfaction of collegiate athletes with a 6-session mental skills course, and to assess changes in mental toughness and coping skills before and after the course.Methods:We conducted a 6-session mental skills training program with Division I female collegiate athletes during the fall of 2020. Athletes completed pre-course, post-course, and 4-month questionnaires to assess efficacy of the course, as well as their satisfaction. Due to the COVID-19 pandemic, none of the athletes were actively competing at the time of the course or during follow-up surveys. Demographic information was collected and the Athletic Coping Skills Inventory (ACSI, range=0-84) and Mental Toughness Inventory (MTI, range=8-56) were used to assess coping skills and mental toughness at all time points. Satisfaction was assessed on a ten-point scale, with 10 being most satisfied.Results:Fifty-four Division I female athletes participated in the program. Mean age was 19.8 years, 61% reported training in their sport for 8 or more months a year, 26% reported history of mental health conditions, and 22% reported being injured or recovering from injury at the time of participation. For participants with paired pre- and post-course data (n=37, 68.5%), MTI scores improved by a mean 2.6 points (95% CI=1.1-4.1; p=0.001) and ASCI scores improved by a mean 4.0 points (95% CI=0.6-7.4; p=0.02) from pre- to post-course. For participants with paired data for pre-course and four-month follow-up (n=25, 46.2%), no change was detected in mean MTI score (p=0.72). There was, however, a mean increase of 3.4 points in mean ASCI from pre-course to four-month follow-up (95% CI=0.4-6.4; p=0.03). Overall satisfaction had a median score of 9/10 at the post-course assessment, and eighteen participants (18/37, 48.6%) shared positive free-text comments regarding course delivery, content, and impact. No negative feedback was reported.Conclusion:Following a 6-session mental skills course in collegiate female athletes, mental toughness and coping skills scores significantly improved at post-course assessment. Athletes reported being highly satisfied with the content of the course and reported overall positive experiences.Figure 1.Mean Changes in ASCI and MTI Scores Over Time

ACSI-28 Indonesian Version Validity and Reliability

The purpose of this study is to see if the ACSI-28 is valid and reliable after being translated and synthesized to fit Indonesian culture and linguistics, so that ACSI-28 can be utilized on athletes in Indonesia. ACSI-28 Indonesian version is adapted from the Athletic Coping Skills Inventory by Smith and colleagues (1995). A Likert scale of 1 to 4 was used to assign the score. The validity and reliability of the Indonesian version of ACSI-28 were tested using 45 participants in this study. Validity data were examined with Peorsen Product Moment, and reliability was assessed with Cronbach Alpha. The validity of each item based on its respective subscales was found to range from 0.46 to 0.83 in the current study. The coping with adversity subscale item's validity value was found to range from 0.59 to 0.75. The coachability subscale item's validity value was found to range from 0.46 to 0.73. The concentration subscale item's validity value was found to range from 0.67 to 0.72. The confidence and achievement motivation subscale item's validity value was found to range from 0.63 to 0.73. The goal setting and mental preparation subscale item's validity value was found to range from 0.62 to 0.77. The peaking under pressure subscale item's validity value was found to range from 0.71 to 0.83. The freedom from worry subscale item's validity value was found to range from 0.67 to 0.77. The Indonesian version of the ACSI-28 reliability test had a reliability rating of 0.845, according to the current study. The findings of this study show that the Indonesian version of ACSI-28 is valid and reliable for usage in measuring an athlete's sports psychological skills in Indonesia.