An examination of the development and use of self-compassion to cope with adversity in sport in female varsity athletes
Bibliographic record
Abstract
Self-compassion is an emotion regulation strategy that encourages the practice of mindfulness, common humanity, and self-kindness. It involves understanding adverse experiences using a broader perspective, seeking connections with others, and directing kindness towards the self (Neff, 2003). Self-compassion may be an important attribute for sport performance and coping (Mosewich, Crocker, Kowalski, & DeLongis, 2013). In order to understand more about self-compassion in sport, this study addressed two research questions: (1) How did female varsity athletes with high self-compassion perceive they became self-compassionate? (2) How did these athletes approach adversity in a self-compassionate manner? One hundred and fourteen female varsity athletes completed the Self-Compassion Scale (Neff, 2003). Ten participants (Mean age = 19.9 years) with high self-compassion participated in individual semi-structured interviews. Data were analysed using Interpretive Phenomenological Analysis (Smith & Osborn, 2003; Smith, Flowers & Larkin, 2009). Analysis was verified through a member-checking interview. Results indicated that parents and personal experiences influenced the development of self-compassion. Specifically, parents provided emotional support, allowing participants to seek and receive help. Parents taught their children to react to adversity with self-kindness, and to put their experiences into perspective. Participants also learned to be self-compassionate from their own experiences and through the observation of others' experiences in sport. Participants used self-compassion to cope with adversity in sport by applying aspects of mindfulness, common humanity, and self-kindness. These findings provide insights into the development and use of self-compassion in sport, and may help inform the development of educational initiatives to promote self-compassion in young athletes.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".