| Abstract ID |
| 20260063 |
| Category |
| Sports Medicine: Sports Psychology |
| Preferable Presentation |
| Oral Presentation |
| Title |
| HIGH-JUMP-BASED GROWTH MINDSET INTERVENTION TO ENHANCE ADOLESCENTS RESILIENCE AND WELL-BEING IN PHYSICAL EDUCATION |
| Author |
|
| Presenter |
| Yeung Man Wai |
| Abstract |
| Background Adolescents in academically competitive systems report high stress, fear of failure, and low resilience, which are closely linked to psychological distress and reduced well-being. Growth mindset interventions have shown more consistent effects on psychological health than on academic performance, yet most are brief classroom or online programmes with limited attention to sport-related learning contexts. Sport, and high jump in particular, provides repeated, visible experiences of challenge and failure, but has not been systematically examined as a delivery context for mindset-based mental health interventions in school physical education. Objectives This study aimed to test whether a high-jump-based experiential growth mindset intervention enhances secondary school students’ growth mindset (primary outcome), resilience (secondary outcome), and short-term psychological well-being, and to explore whether behavioural persistence during high jump is associated with self-reported psychological change. Study Design & Methods A two-arm, parallel-group cluster randomised controlled trial will be conducted with approximately 288 male Secondary 1–3 students (8 classes of about 36 students) from a boys’ secondary school in Hong Kong. Physical education classes will be randomised to either: (1) a four-session high-jump-based growth mindset intervention delivered across two double-period PE lessons, or (2) regular physical education lessons without structured mindset content. The intervention integrates progressive high-jump practice with brief micro-lessons on the malleability of ability, reframing “failure” as information, strategy-focused effort, and recognising incremental progress, supported by modified rules that normalise repeated reattempts at challenging bar heights. Outcomes will be assessed at baseline and immediately post-intervention using the Implicit Theories of Intelligence Scale (growth mindset), Brief Resilience Scale, WHO-5 Well-Being Index, and PHQ-4, alongside an observational measure of behavioural persistence defined as 0–3 voluntary reattempts at each student’s final bar height. Group-by-time differences between intervention and control classes will be analysed using repeated-measures statistical methods, and, within the intervention group, correlation analyses will examine whether students who display greater behavioural persistence during high jump also show larger improvements in growth mindset, resilience, and short-term psychological well-being. Results It is hypothesised that students in the high-jump intervention group will show greater pre–post improvements in growth mindset and resilience than students in regular PE lessons, together with more favourable short-term psychological well-being characterised by higher perceived competence and lower perceived stress. Within the intervention group, higher behavioural persistence is expected to correlate positively with increases in growth mindset, resilience, and well-being, suggesting that observable persistence in a sport task may reflect underlying adaptive belief change relevant to mental health. Conclusions This trial will provide initial experimental evidence on whether embedding growth mindset principles within a feedback-rich high-jump task can strengthen adolescents’ adaptive beliefs, resilience, and short-term psychological well-being beyond typical PE experiences. If effective, this sport-based growth mindset intervention model may offer a scalable way for physical education to contribute to school-based mental health promotion. |