Objective: Stress is ubiquitous and how individuals view the nature of stress can influence psychological wellbeing. The present study aimed to investigate the mediating role of proactive coping on the relationships between stress mindset and challenge appraisal tendencies and examine how this in turn related to psychological wellbeing. A secondary aim was to investigate if there were any differences in stress mindset between athletes and non-athletes. It was hypothesised that stress mindset would be indirectly positively associated with challenge appraisal tendencies through proactive coping, that a challenge appraisal tendency would positively relate to vitality, and that vitality would negatively relate to depressive symptoms. It was also hypothesised that athletes would possess more facilitative views of stress compared with non-athletes.Methods: Two hundred and seven individuals (n = 101 athletes,n = 106 non-athletes,M_age = 22.76 years,SD = 4.94) completed an online questionnaire pack assessing stress mindset, proactive coping, challenge appraisal tendencies, vitality, and depressive symptoms.Results: Using path analysis, the hypothesised model demonstrated a good fit to the data and the positive relationship between stress mindset and challenge appraisal tendencies was mediated by proactive coping. Challenge appraisal tendencies were positively associated with vitality, which was negatively associated with depressive symptoms. Athletes reported a significantly greater ‘stress-is-enhancing’ mindset, greater vitality, and fewer depressive symptoms than non-athletes.Conclusion: Findings offer support for the role that stress mindset has in potentially influencing psychological wellbeing and offer the novel suggestion that this mechanism may operate through proactive coping and challenge appraisal tendencies.

Sports, and especially competitions, can be a stressful experience for athletes, who often struggle to find and apply strategies to cope with stress. Thus, this study analyzes how different coping strategies anticipated to be employed in an important competition are explained by psychological (i.e., cognitive appraisal and emotions) and person and sports-related factors (i.e., gender, type of sport). Specifically, athletes were asked to complete a protocol 24–48 h prior to an important competition to assess their adaptation to stress related to high performance. The study included 383 athletes (60% male, M_age = 22.9 ± 5.3 years), from individual (swimming and running, n = 157; 41%) and team sports (handball, volleyball, n = 226; 59%) competing in major national leagues. Hierarchical linear regression analyses (enter method) were performed to examine the extent to which coping strategies and coping efficacy were explained by psychological, personal and sport-related variables. Results indicated (a) higher control perception and excitement were related with higher intention to use active coping; (b) being a female athlete, practicing individual sports, and excitement (higher intensity and facilitative value) were associated with a higher intention to use emotional support; (c) being a female athlete, lower coping perception, higher anger intensity, and higher facilitative value of happiness were associated with a higher anticipated use of humor; and (d) being a male athlete, higher anxiety, anger, and happiness intensity, and lower facilitative value of dejection and excitement were associated with higher anticipated use of denial. In sum, the explanation of each coping strategy is distinct and should be analyzed separately.

The purpose of this study was to investigate the influence of an identity leadership-framed reflective practice intervention on perceptions of leadership, social identity, and psychological safety in cricket. Building on previous evidence, an eight-week design included three intervention group coaches and their athletes (n = 32) and three control group coaches and their athletes (n = 34). Measurements of perceived coach identity leadership, social identity, and psychological safety were completed by cricket athletes at week 0 and week 8 for both groups. Intervention group coaches completed three identity leadership-framed reflective tasks in weeks one, three, and five, while the control group coaches continued their regular practices. Controlling for baseline scores, our analysis indicated that compared to the control group, the intervention group athletes reported significantly greater coach identity leadership behaviours, social identity, and psychological safety following the intervention. Social validation data highlighted shared identity, relationships, and learning as potential mechanisms for the positive results seen.

Academy football players operating in the highest echelons of youth football must navigate multiple sources of stress. The present study investigated whether a multimodal cognitive-behavioral intervention could enhance academy football players’ stress mindset and perceived performance and reduce irrational beliefs. The sample was four elite young male athletes ( M _age = 16.25 years, SD = 0.50). The intervention was delivered on a 1-2-1 basis and included a range of strategies in the rational emotive behavior therapy framework (i.e., education about stress, the ABC thinking framework, self-compassion, and imagery). It was hypothesized that stress mindset and perceived performance would increase and irrational beliefs would decrease. Four elite male football players completed measures in stress mindset, perceived performance, and irrational beliefs as part of an AB single-case research design. Results revealed substantial increases in stress mindset in all four athletes, reductions in irrational beliefs in three athletes, but minimal changes in perceived performance.