Mindfulness Training in University Badminton Athletes

Participants in this arm will receive a 7-week Mindfulness-Acceptance-Insight-Commitment (MAIC) program in addition to their regular badminton training. The MAIC program will be delivered once per week, with each session lasting approximately 60 minutes.

The MAIC program will be delivered over 7 weeks, with one approximately 60-minute session per week. The program will be delivered online via video conferencing by a qualified and experienced MAIC practitioner. Each session will include review and reflection, knowledge instruction and psychoeducation, badminton-related case discussion, in-class mindfulness practice, and homework assignments. The seven sessions will cover preparation for mindfulness training, mindfulness, mindful attention and awareness, mindful acceptance, values and insight, engagement, and integration. Participants will continue their regular badminton training throughout the intervention period.

Participants in this arm will receive a 7-week documentary-based active control intervention in addition to their regular badminton training. The active control intervention will be delivered once per week with a schedule comparable to that of the MAIC training group and will not include mindfulness-specific training content.

The documentary-based active control intervention will be delivered over 7 weeks, with one session per week. Each session will include a topic introduction, documentary viewing, guided group discussion and reflection, and homework assignments. The documentaries will focus on badminton athletes and sport-related themes but will not include mindfulness-specific training or practice. The duration and frequency of the active control sessions will be comparable to those of the MAIC program. Participants will continue their regular badminton training throughout the intervention period.

Competitive trait anxiety will be assessed using the Chinese version of the Sport Anxiety Scale-2 (SAS-2), originally developed by Smith et al. (2006) and adapted for use in Chinese populations by Zhang et al. (2023). The Chinese version consists of 15 items across three subscales: Worry, Somatic Anxiety, and Concentration Disruption. Each item is rated on a 4-point Likert scale ranging from 1 (not at all) to 4 (very much). Each subscale consists of five items, with scores ranging from 5 to 20. Higher scores indicate higher levels of competitive trait anxiety in the corresponding dimension.

Competitive state anxiety will be assessed using the Chinese revised version of the Competitive State Anxiety Inventory-2 (CSAI-2), originally developed by Martens et al. (1990) and revised for use in Chinese populations by Zhu (1994). The Chinese version consists of 27 items across three subscales: Cognitive Anxiety, Somatic Anxiety, and Self-Confidence. Each item is rated on a 4-point Likert scale. Each subscale consists of nine items, with scores ranging from 9 to 36. Higher scores indicate higher levels of cognitive anxiety, somatic anxiety, or self-confidence, respectively.

Attentional control will be assessed using the Chinese 16-Item Attentional Control Scale (ACS-C-16), adapted from the original Attentional Control Scale (ACS) developed by Derryberry and Reed (2002). The Chinese version was developed and validated by He (2020). The ACS-C-16 consists of 16 items assessing two dimensions: attentional focusing and attentional shifting. Items are rated on a 4-point Likert scale. A total score is calculated by summing the item scores, with higher scores indicating greater attentional control.

Psychological flexibility will be assessed using the Chinese Multidimensional Psychological Flexibility Inventory-24 (C-MPFI-24), adapted from the original Multidimensional Psychological Flexibility Inventory (MPFI) developed by Rolffs et al. (2018). The Chinese version was validated by Fang et al. (2024). The C-MPFI-24 consists of 24 items assessing dimensions of psychological flexibility and inflexibility. Higher scores on the psychological flexibility dimensions indicate greater psychological flexibility, whereas higher scores on the psychological inflexibility dimensions indicate greater psychological inflexibility.

Badminton smash skill performance will be assessed using the Smash Test described by Chang (1980). Participants will complete 20 test trials after three practice trials. For each trial, points are awarded based on shuttle flight and the target area in which the shuttle lands. The maximum score for each trial is 7 points, consisting of a maximum shuttle flight score of 2 points and a maximum target score of 5 points. Scores from the 20 trials are summed to obtain a total score ranging from 0 to 140, with higher scores indicating better smash skill performance.

Badminton clear skill performance will be assessed using the Clear Test described by French and Stalter (1949). Participants will complete 20 test trials after two practice trials. For each trial, the participant performs a clear stroke over a rope positioned 8 feet above the floor and 14 feet from the net, aiming for the designated target area in the backcourt. The target area is divided into five scoring zones valued at 1, 2, 3, 4, and 5 points. A shuttle landing on a boundary line is awarded the higher point value. A shuttle that fails to pass over the rope or lands outside the designated target area receives 0 points. The scores from all 20 trials are summed to obtain the final Clear Test score, with higher total scores indicating better clear skill performance.

Badminton short serve skill performance will be assessed using the Short Serve Test described by French and Stalter (1949). Participants will complete 20 test trials. For each trial, the shuttle must pass between the top of the net and a rope positioned 20 inches above the net and land in the designated target area in the opposite service court. Points are awarded according to the scoring zone in which the shuttle lands. A shuttle landing on a boundary line is awarded the higher point value. If the shuttle hits the rope, the trial is not scored and is repeated. Scores from the 20 trials are summed to obtain a total score ranging from 0 to 100, with higher scores indicating better short serve skill performance.

Badminton long serve skill performance will be assessed using the Long Serve Test described by Chang (1980). Participants will complete 20 test trials after three practice trials. For each trial, the shuttle flight and landing accuracy are scored separately. Two points are awarded if the shuttle passes over the restricted-height rope, and one point is awarded if it passes below the rope. The target area consists of five scoring zones valued from 1 to 5 points. A shuttle landing on a boundary line is awarded the higher point value, while a shuttle landing outside the target area receives 0 points. A trial in which the shuttle contacts the restricted-height rope is repeated. The maximum score for each trial is 7 points, consisting of a maximum shuttle flight score of 2 points and a maximum target score of 5 points. Scores from the 20 trials are summed to obtain a total score ranging from 0 to 140, with higher scores indicating better long serve skill performance.

Badminton overhead drop shot skill performance will be assessed using the Overhead Drop Shot Test described by Chang (1980). Participants will complete 20 test trials after three practice trials. For each trial, the shuttle flight and landing accuracy are scored separately. Two points are awarded if the shuttle passes through the space between the net and the restricting rope, and one point is awarded if the shuttle passes over the rope. The target area consists of five scoring zones valued from 1 to 5 points. A shuttle landing on a boundary line is awarded the higher point value, while a shuttle landing outside the target area or a missed return receives 0 points. A trial in which the shuttle contacts the restricting rope is repeated. The maximum score for each trial is 7 points, consisting of a maximum shuttle flight score of 2 points and a maximum target score of 5 points. Scores from the 20 trials are summed to obtain a total score ranging from 0 to 140, with higher scores indicat

Mindfulness will be assessed using the Chinese Five Facet Mindfulness Questionnaire (Ch-FFMQ), adapted from the original Five Facet Mindfulness Questionnaire (FFMQ) developed by Baer et al. (2006). The Chinese version was validated by Deng et al. (2011). The Ch-FFMQ consists of 39 items assessing five facets: Observing, Describing, Acting with Awareness, Non-judging of Inner Experience, and Non-reactivity to Inner Experience. Items are rated on a 5-point Likert scale. Higher scores indicate higher levels of mindfulness.