A sport-specific ACT group intervention for promoting athletes’ mental well-being: a randomized controlled trial
Bibliographic record
Abstract
The aim of the present study was to investigate the effects of a sport-specific acceptance and commitment therapy (ACT) group intervention on mental well-being and stress symptoms in athletes. In this randomized controlled superiority trial (RCT), national level athletes (n = 95; 55% female, 45% male; mean age 19.9 years) were pair-matched and randomly assigned to either an ACT intervention group (INT, n = 49) or a waitlist control group (WLC, n = 46). All the measures were administered pre- and post-intervention, which comprised of six face-to-face group sessions supplemented by home exercises over a 6-week period. Primary outcomes were mental well-being and stress. Other outcomes were experienced recovery, self-esteem, depression symptoms, and psychological flexibility skills. The results show improved mental well-being (d = 0.33, small difference) and reduced stress symptoms (d = 1.13, large difference) in the ACT group compared to the WLC condition between pre- and post-measurement. Also, the ACT group reported increased psychological flexibility (d = 0.31 − 0.53, small to medium difference). Evidence was found that athletes’ mental well-being and psychological flexibility skills improved after the brief 6-week ACT group intervention. Our findings indicate that a sport-specific ACT group intervention model might be an effective option for promoting the mental well-being of 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 | 0.008 | 0.000 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.003 | 0.002 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 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".