Investigation of the effects of psychological skills training on university athlete students

The aim of this study is to examine the effects of a 10-week psychological skills training program designed to improve the mental toughness and imagery levels of university students enrolled in volleyball and tennis courses, using both quantitative and qualitative approaches. The study was conducted within the framework of a mixed-method research design. In the quantitative phase, a quasi-experimental model was employed and participants were administered the Sport Mental Toughness Inventory and the Sport Imagery Inventory. In the qualitative phase, a phenomenological design was used to gain an in-depth understanding of participants' subjective experiences during the psychological skills training process. In this context, semi-structured interviews were conducted in two stages, before and after the training, focusing on students' perceptions of psychological skills, the challenges they experienced, the changes they observed during the training process and the reflections of these skills in their daily lives. The population of the study consisted of students enrolled at the Faculty of Sport Sciences of Nevşehir Hacı Bektaş Veli University, while the sample was determined through purposeful sampling and included 32 students (16 female, 16 male) who were registered in volleyball and tennis courses and voluntarily agreed to participate. The training program was structured around the core components of psychological skills, including goal setting, imagery, concentration, relaxation, positive self-talk, stress management and coping with mistakes. Quantitative data, which did not meet parametric assumptions, were analyzed using the Wilcoxon Signed-Rank Test. The findings revealed that the training program created a statistically significant improvement in both mental toughness and imagery levels of the participants. Qualitative findings indicated that, following the training, students reported adopting more conscious strategies to enhance attention, cope with stress, develop self-confidence and maintain motivation. Moreover, participants noted that they had begun to transfer these skills not only to sports performance but also to their academic and social lives. In conclusion, the results suggest that structured and systematic psychological skills training contributes significantly to the mental development and performance processes of university students. It is therefore recommended that such programs be expanded to broader student populations within the field of sport sciences, given their potential benefits for both athletic performance and overall psychological well-being.