The Relationship Between CUBA Athletes’ Mindfulness, Self- efficacy of Sports Training, and Training and Competition Satisfaction: A Cross-sectional and Longitudinal Study

The Relationship Between CUBA Athletes’ Mindfulness, Self- efficacy of Sports Training, and Training and Competition Satisfaction: A Cross-sectional and Longitudinal Study | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article The Relationship Between CUBA Athletes’ Mindfulness, Self- efficacy of Sports Training, and Training and Competition Satisfaction: A Cross-sectional and Longitudinal Study Yanlin Zhao, Junwei Liu, Xiaobo Yang, Sumei Wu This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-8309481/v1 This work is licensed under a CC BY 4.0 License Status: Published Journal Publication published 01 Feb, 2026 Read the published version in BMC Psychology → Version 1 posted 20 You are reading this latest preprint version Abstract Objective This study aims to investigate the relationship and underlying mechanisms between mindfulness, self-efficacy in sports training, and training and competition satisfaction among CUBA athletes through cross-sectional surveys and longitudinal experimental research. The findings are intended to provide valuable insights for the healthy development of college athletes. Method Study 1 was a cross-sectional study. A questionnaire survey was conducted to measure the responses of 684 CUBA athletes. Correlation and regression analyses were performed on the variables, and the Bootstrap method was used to test the mediating effect. Study 2 adopted a 2 (experimental conditions)×2 (time points) mixed experimental design, randomly assigning 32 CUBA athletes to a mindfulness training group and a control group (16 people in each group). The experimental group underwent an 8-week mindfulness intervention training. In contrast, the control group received normal technical training at the same time, and conducting psychological measurements before and after training. Result In Study 1, the mindfulness level of CUBA athletes had a significant positive predictive effect on their self-efficacy of sports training and training competition satisfaction. The self-efficacy of sports training partially mediated the relationship between mindfulness and training competition satisfaction, with an indirect effect value of 0.210, accounting for 45.3% of the total effect value. In Study 2, compared with the control group, the mindfulness level, self-efficacy of sports training, and training competition satisfaction of athletes in the mindfulness training group significantly improved over time. Conclusion Mindfulness can have a direct effect on training competition satisfaction, as well as an indirect effect on training competition satisfaction through self-efficacy of sports training; Mindfulness training is an effective intervention method to enhance motor psychological skills. Mindfulness Self-efficacy of sports training Training competition satisfaction CUBA Athletes Figures Figure 1 Figure 2 Figure 3 Figure 4 1 Introduction Training competition satisfaction refers to the emotional response that athletes experience after evaluating their training and competition experiences, along with related factors, in a comprehensive manner. Some empirical studies have analyzed that training competition satisfaction, as a subjective feeling of athletes, affects athletes' motivation[ 1 ], competition mood[ 2 ], athletic performance[ 3 ]and psychological fatigue[ 4 ]. CUBA (China University Basketball Association) athletes generally come from colleges and universities with various majors enrolled in college, they are different from the general professional players, they need to participate in college professional courses more time in addition to training and competition. Whether or not they are satisfied with their training matches, this emotional response not only affects their performance in training matches, but also affects their professional learning. In order to ensure the healthy development of college athletes, it is necessary to study the factors influencing their training competition satisfaction. The external influences on training satisfaction (e.g., coaching leadership behavior) have been explored [ 5 ], but the intra-individual factors affecting athletes' training and competition satisfaction and their influencing mechanisms have yet to be studied in depth. Mindfulness is a state of consciousness that holds an open, receptive attitude to directing attention to the goal of the present moment, and the ability to bring awareness to the experience of the present moment and deepen self-control of attention[ 6 ]. A high level of mindfulness reflects that the individual has a high level of attentional awareness and is able to have continuous and sustained awareness of ongoing events and experiences. According to the mindfulness emotion regulation theory, individuals with high levels of mindfulness possess a greater capacity for "awareness," enabling them to promptly recognize their thoughts and emotions without reacting. They are less prone to automatic thinking and negative self-evaluation. As a result, when faced with negative emotions, these individuals can respond with an open and accepting attitude, learning not to fear or avoid negative emotions, thereby enhancing satisfactio[ 7 ]. The impact of mindfulness on training and competition satisfaction has been empirically confirmed. Tsafou suggests that training and competition satisfaction is closely related to mindfulness[ 8 , 9 ]; Ning JH also verified the positive effect of athletes' mindfulness levels on training and competition satisfaction[ 10 ]. Self-efficacy of sports training refers to an athlete's assessment and judgment of their ability to complete training tasks and achieve established training goals. It is a specific type of general self-efficacy in the context of sports. Research has shown that self-efficacy is closely related to mindfulness and training competition satisfaction. On the one hand, self-efficacy can be affected by an individual's level of mindfulness. Neace SM's study confirmed that there is a significant positive correlation between mindfulness and self-efficacy and that mindfulness positively predict self-efficacy[ 11 ]. Vidic conducted an experimental intervention using mindfulness training with college students and found that mindfulness training can enhance psychological resilience and self-efficacy[ 12 ]. Shi L's study suggests that there is a positive correlation between mindfulness and self-confidence[ 13 ]. On the other hand, self-efficacy affects their training competition satisfaction. Deng J found that self-efficacy indirectly affected college students' life satisfaction and led to an overall improvement in college students' life satisfaction [ 14 ]. Ye YP found that college students' life satisfaction is closely related to general self-efficacy, and general self-efficacy plays a mediating role in the impact of physical exercise on life satisfaction[ 15 ]. In the field of sports, athletes with higher self-efficacy in sports training tend to have greater confidence in completing training and competition tasks. They are able to overcome difficulties and use strong willpower to achieve their training and competition goals. As a result, they exhibit more positive emotional responses and cognitive evaluations during training and competition, leading to higher self-reported satisfaction with their training and competition experiences. Therefore, it can be concluded that training competition satisfaction, as a specific form of life satisfaction, is indeed influenced by self-efficacy of sports training. An individual's level of mindfulness can be enhanced through mindfulness training interventions, which have become a widely studied psychological and behavioral intervention method in recent research. Mindfulness training can effectively improve athletes' mindfulness levels, psychological benefits, and enhance their athletic performance[ 16 ]. Megan Hut believes that mindfulness training is an effective method for enhancing athletes' training competition satisfaction[ 17 ]. Si XW argues that mindfulness training can effectively improve athletes' mindfulness levels[ 18 ]. In summary, although some scholars have confirmed the influential role of mindfulness on training competition satisfaction, does the relationship between mindfulness and self-efficacy of sports training and does self-efficacy of sports training play a mediating role in the relationship between mindfulness and training competition satisfaction? What is the impact of mindfulness training on self-efficacy of sports training and training competition satisfaction in the CUBA basketball program? This all needs to be explored further. This study reveals the relational pathways and influencing mechanisms between mindfulness, self-efficacy of sports training, and training competition satisfaction among CUBA athletes through both a questionnaire survey and experimental intervention. This study hypothesizes that mindfulness levels can predict self-efficacy of sports training and training competition satisfaction, with self-efficacy of sports training serving as a mediator between mindfulness and training competition satisfaction. Additionally, it is hypothesized that mindfulness training interventions can effectively enhance the mindfulness levels of CUBA athletes, thereby significantly improving their self-efficacy of sports training and training competition satisfaction. Study 1: A Cross-sectional Study on the Relationship Between Mindfulness, Self-efficacy of Sports Training, and Training Competition Satisfaction Among CUBA Athletes. Study 2: A Longitudinal Study on the Effects of Mindfulness Training on Self-efficacy of Sports Training and Training Competition Satisfaction. 2 Materials and Methods Study Design( Study 1) This study employed a questionnaire survey method, using a combination of on-site paper questionnaires and electronic online surveys distributed through the Questionnaire Star platform. The participants were basketball players from the 24th CUBA First Division National Basketball League, including a total of 64 men's basketball teams and 24 women's basketball teams from four regional divisions across China: the Southwest, Southeast, Northwest, and Northeast regions. A total of 720 questionnaires were distributed, with 684 valid responses, resulting in a response rate of 95%. Among the respondents, 535 were male athletes and 149 were female athletes. There were 302 first-level athletes, 270 second-level athletes, and 112 athletes from other categories. Participants were from the following regional divisions: 218 from the Southwest, 223 from the Southeast, 107 from the Northwest, and 136 from the Northeast. 2.1.1 Research Tools Measurement of Mindfulness : The Chinese version of the Mindful Attention Awareness Scale (MAAS)[ 19 ], revised by Chen Siyi, Cui Hong, and others, was used. The questionnaire consists of 15 items, with a 6-point scoring system, where higher scores indicate a higher level of mindfulness. In this study, the Cronbach's alpha coefficient of the questionnaire was 0.924. Measurement of Self-Efficacy of Sport Training in College Students: This study first revised the College Student Physical Education Learning Self-Efficacy Scale[ 20 ] developed by Luo Yanping into the College Student Self-Efficacy of Sport Training Scale. The scale consists of 18 items across four dimensions: control, effort, ability, and environment. It uses a 5-point scoring system, with the total score representing the self-efficacy level. A higher score indicates a higher level of self-efficacy. The confirmatory factor analysis in the revision study showed: χ²/df = 1.872, IFI = 0.937, CFI = 0.935, NFI = 0.936, and RMSEA = 0.066. The Cronbach's α coefficient for the overall scale was 0.923, and for the four dimensions, the Cronbach's α coefficients ranged from 0.738 to 0.878. All indices met the measurement standards. In this study, the Cronbach's α coefficient for the questionnaire was 0.938. Measurement of Training Competition Satisfaction: The Training Competition Satisfaction Scale[ 21 ], developed by Zhang Liwei and others [ 22 ], was used. This scale is a Single-dimensional scale consisting of 6 items, using a 7-point scoring system, with higher scores indicating higher training-competition satisfaction among athletes. The Cronbach's α coefficient in this study was 0.807. Study Design( Study 2) This study employed an experimental design to further validate the findings of Study 1, aiming to enhance athletes’ mindfulness levels through mindfulness training and to examine whether improvements in self-efficacy of sport training and training competition satisfaction occur as a result of increased mindfulness. Recruitment of a college CUBA men's and women's varsity basketball team athletes, consisting of a total of 32 people, were randomly divided into an experimental group and a control group. Among them, 16 were in the experimental group, with 8 male and female athletes each; 16 were in the control group, with 8 male and female athletes each. Experimental independent variable: mindfulness level, as reflected by the inclusion or exclusion of mindfulness training in basketball training. The control group engaged in regular basketball training, while the experimental group received mindfulness training integrated into their regular basketball training. Experimental dependent variables: athletes’ self-efficacy of sport training and training competition satisfaction in both the experimental and control groups. Experimental control: To ensure the fairness of the experimental results, a random grouping method was used to assign 32 participants to the experimental group and the control group. Participants in both groups completed questionnaires measuring mindfulness level, self-efficacy of sport training, and training competition satisfaction. An independent samples T-test was conducted, and the results showed no significant differences between the two groups. The experiment was then carried out. A double-blind design was employed to ensure the authenticity of the experimental results. The researcher designed the intervention and, in collaboration with the basketball team coach, supervised and managed the entire experimental process. During the experiment, the coach assisted only in organizing the athletes and conducting regular basketball training. The mindfulness training sessions were led by senior graduate students majoring in applied psychology who had received professional training, under the guidance and supervision of a psychology professor. Both the coach and the mindfulness instructors were unaware of the specific details of the experiment and the testing content, in order to ensure the effectiveness of the mindfulness intervention. A 2 (experimental condition) × 2 (time point) mixed experimental design was adopted to evaluate whether mindfulness training has an intervention effect on self-efficacy of sport training and training competition satisfaction among university CUBA basketball athletes. The intervention program lasted for eight weeks, consisting of eight sessions, with one session per week, each lasting approximately 90 minutes. During the same period, athletes in the control group participated only in regular training without receiving any mindfulness training intervention. Ethical approval was obtained from the Bioethics Committee of Biomedical Research of Hunan Normal University (Approval No. 2022 − 391). 2.1.2 Mindfulness Training Program The mindfulness training program was developed with reference to The Mindfulness Training Manual for Athletes by Ni Gangya[ 23 ]and The Mindful Way Workbook: An Eight-Week Program to Free Yourself from Depression and Emotional Distress [ 24 ]by John Teasdale and Mark Williams[ 25 ]. The program consists of eight thematic modules and incorporates practices such as mindful eating, mindful breathing, body scanning, mindful walking, mindful movement, and mindfulness meditation, aiming to enhance athletes’ mindfulness levels. The specific mindfulness training program is presented in Table 1 below. Table 1 Eight-week mindfulness training program for athletes Number Activity Theme Activity Name Milestone 1 First Experience of Mindfulness 1.Snowballing 2.Centering Exercises (Description of Mindfulness and Introduction to Training Programs) 3.First Experience of Mindfulness- Mindfulness Fruit Eating Exercise 4.Signing the Mindfulness Training Program Group Indenture Homework: listen to the two ways of knowing audios on your own and record your feelings To enliven the atmosphere of the group and build mutual trust in the group. Introduce members to an initial understanding of mindfulness. 2 Perception of Self 1.Beat up a Woman's Fickle Husband 2.Mindfulness of Breathing 3.Body Scanning 4.Drinking Water in Slow Motion Homework: Record Pleasure Experience Calendar Understanding and practicing mindfulness “observation” techniques; body awareness training to increase focus on bodily sensations and expand members' attention. 3 Experience the Present 1.You clap, I clap. 2.Mindfulness Sitting Meditation 3.3 Minute Breathing Space- Regular Style 4.Silent Viewing Exercises Homework: Record a calendar of unpleasant experiences in training Understand and train in the “descriptive” techniques of mindfulness; learn to verbalize the feelings of the present moment, breaking the immersion in the past and future and transforming into living fully in the present. 4 Recognition of Avoidance Responses 1.Magic Pendulum 2.Mindful Walking 3.Coexistence Skills Exercise 1 4.Coexistence Skills Exercise 2 Homework: Complete the Experience Recusal Record Form Mindfulness training to become aware of one's reactions to negative emotions in daily life is used to change members' cognitive patterns of negative emotions, identify avoidance responses, and reduce the impact of negative emotions on the individual. 5 Acceptance of Non-Evaluation 1.Grab a Stool 2.Mindfulness Numbers Exercise 3.3 Minute Breathing Space Exercise - Response Pose 4.Mindfulness Yoga Homework: washing dishes with mindfulness Understand the meaning of “non-judgment” in positive thinking; train members to be open and accepting to everything in life; lead members to try to change negative automated thinking. 6 Be the Master of Your Emotions 1.Catch a Squid 2.Mindfulness Stretching 3.Mindfulness Representation Exercise 4.Mindfulness Movement Exercises Homework: Mindfulness Bathing Understanding and training in the “non-reaction” aspect of positive thinking; guiding members to become aware of embracing unpleasant emotions, learning how to soften or calm impulses, and learning to live with difficulties. 7 Clarify Values and Commit to Action 1.Guess What You're Painting 2.Mindfulness Meditation Exercise 3.Value Clarification 4.My Mindfulness Life Homework: Mindfulness Laundry To consolidate the results of Mindfulness training; to train members to treat others kindly; to help members clarify their life values and life goals, to know how to lead a meaningful life and to take positive actions. 8 Together Towards the Future 1.Catch a Duck 2.Practice of Concentrating on One's Strength 3.Storytelling Exercises 4.Together Towards the Future Unify the whole process of Mindfulness training and share the experience of the activity. Encourage members to regularize the application of Mindfulness in future life and training competitions; end the group. Statistical Analysis Study 1:Statistical analysis and data processing were performed using SPSS 25.0. Mediation effect analysis was conducted using Amos 25.0, and effect diagrams were generated. Study 2:Statistical analyses were conducted using SPSS 25.0. Independent samples T-tests were used to compare the pre-test scores of mindfulness, athletic self-efficacy of sport training and its dimensions, and training competition satisfaction between the experimental and control groups. The intervention effects were examined using repeated measures ANOVA and simple effects analysis. 3 Results 3.1 Study 1 3.1.1 Common Method Bias Test and Covariance Diagnosis Exploratory analysis of each item was conducted using Herman's common method bias test. The unrotated exploratory factor analysis revealed six factors with eigenvalues greater than 1. The percentage of variance explained by the first common factor was 35.37%, which is less than 40%. Therefore, it can be concluded that there is no significant common method bias in the data of this study.The collinearity diagnostic results showed that the condition indices of all variables ranged from 11.949 to 16.739, with VIF values of 1.402 and tolerance values of 0.713. These results indicate that there is no collinearity issue between the dimensions, allowing for the mediation effect analysis. 3.1.2 Descriptive statistics and correlation analysis between Mindfulness, Self-Efficacy of Sport Training and its dimensions, and Training Competition Satisfaction Descriptive statistics and Pearson correlation analysis were conducted between mindfulness, self-efficacy of sport training and its dimensions, and training competition satisfaction. The results (see Table 2) showed that all variables were significantly positively correlated (p < 0.01). 3.1.3 The Mediating Effect of Self-Efficacy of Sport Training Between Mindfulness and Training Competition Satisfaction Through regression analysis, the results showed that mindfulness significantly predicted self-efficacy of sport training (β = 0.536, p < 0.001) and training competition satisfaction (β = 0.463, p < 0.001). Self-efficacy of sport training (β = 0.527, p < 0.001) and control (β = 0.372, p 0.05), ability (β = 0.081, p > 0.05), and environment (β = 0.036, p > 0.05) had a positive predictive effect on training competition satisfaction, but the results were not statistically significant. Mediation effect analysis was conducted using the Bootstrap method, with resampling set to 5,000 iterations.According to Table 3, the effect value (a) of mindfulness on self-efficacy of sport training is 0.536, with a confidence interval of [0.373, 0.493], which does not include 0. The effect value (b) of self-efficacy of sport training on training competition satisfaction is 0.391, with a confidence interval of [0.198, 0.290], which also does not include 0, indicating that the indirect effect is valid and the mediation effect is significant. The effect value (c') of mindfulness on training competition satisfaction is 0.254, with a confidence interval of [0.088, 0.171], which does not include 0, indicating that the direct effect of mindfulness on training competition satisfaction is significant.Thus, it can be concluded that self-efficacy of sport training partially mediates the relationship between mindfulness and training competition satisfaction. The indirect effect of mindfulness on training competition satisfaction is a*b = 0.210, accounting for 45.3% of the total effect (a*b/c), indicating that 45.3% of the effect of mindfulness on training competition satisfaction is mediated through self-efficacy of sport training. The mediation effect model of self-efficacy of sport training between mindfulness and training competition satisfaction is shown in Figure 1. Figure 1: Mediation Effect Model of Self-Efficacy of Sport Training Between Mindfulness and Training Competition Satisfaction 3.2 Study 2 3.2.1 Comparison of Descriptive Statistics and Pre-test Differences Between Experimental and Control Groups for Each Variable The pre- and post-test scores of mindfulness, athletic self-efficacy of sport training and its dimensions, and training competition satisfaction for the experimental and control groups are presented in Table 4. Independent samples T-test results indicated no significant differences between the two groups in the pre-test scores (P > 0.05). This suggests that prior to the mindfulness training, the two groups of athletes were at the same baseline level in terms of mindfulness, self-efficacy of sport training , and training competition satisfaction, demonstrating homogeneity(Table 4). Table 4 Mean Scores (M±SD) of Each Scale for the Two Groups and Pre-Test Comparisons 3.2.2 The Effects of Mindfulness Training on Mindfulness, Training Competition Satisfaction, and Self-efficacy of Sport Training in CUBA Athletes (1)Using the mindfulness scores of CUBA athletes as the dependent variable, measurement time (pre-test, post-test) as the within-subjects variable, and group (experimental group, control group) as the between-subjects variable, a repeated measures ANOVA was conducted. The 2×2 ANOVA results for mindfulness scores showed a significant interaction effect between group and time at the 95% confidence level [F(1, 30) = 9.19, p = 0.005, partial η² = 0.234], indicating a time-related trend in mindfulness levels, and that mindfulness training influenced this trend. Further simple effects analysis (see Figure 2 and Table 5) revealed that, at the time level, there was no significant difference in pre-test mindfulness scores between the experimental and control groups (p = 0.848), whereas the post-test scores of the experimental group were significantly higher than those of the control group (p < 0.001). At the group level, the post-test mindfulness scores of the experimental group were significantly higher than their pre-test scores (p < 0.001), while no significant change was observed in the control group between pre-test and post-test scores (p = 0.770). Figure 2 . Comparison of Pre- and Post-Test Differences in Mindfulness Scores Between the Experimental and Control Groups (2)Using the self-efficacy of sport training scores of CUBA athletes as the dependent variable, measurement time (pre-test, post-test) as the within-subjects variable, and group (experimental group, control group) as the between-subjects variable, a repeated measures ANOVA was conducted. The 2×2 ANOVA results for self-efficacy of sport training scores showed a significant interaction effect between group and time at the 95% confidence level [F(1, 30) = 8.93, p = 0.006, partial η² = 0.229], indicating a time-related trend in self-efficacy of sport training and that mindfulness training influenced this trend. Further simple effects analysis (see Figure 3 and Table 5) revealed that, at the time level, there was no significant difference in pre-test self-efficacy of sport training scores between the experimental and control groups (p = 0.898), whereas the post-test scores of the experimental group were significantly higher than those of the control group (p < 0.001). At the group level, the post-test scores of the experimental group showed a significant increase compared to their pre-test scores (p < 0.001), while no significant change was observed in the control group between pre- and post-test scores (p = 0.733). Figure 3 . Comparison of Pre- and Post-Test Differences in Self-efficacy of Sport Training Scores Between the Experimental and Control Groups (3)Using the training competition satisfaction scores of CUBA athletes as the dependent variable, measurement time (pre-test, post-test) as the within-subjects variable, and group (experimental group, control group) as the between-subjects variable, a repeated measures ANOVA was conducted. The 2×2 ANOVA results for training competition satisfaction showed a significant interaction effect between group and time at the 95% confidence level [F(1, 30) = 44.6, p < 0.001, partial η² = 0.598], indicating a time-related trend in satisfaction and that mindfulness training influenced this trend. Further simple effects analysis (see Figure 4 and Table 5) revealed that, at the time level, there was no significant difference in pre-test satisfaction scores between the experimental and control groups (p = 0.382), whereas the post-test scores of the experimental group were significantly higher than those of the control group (p < 0.001). At the group level, the post-test satisfaction scores of the experimental group showed a significant increase compared to their pre-test scores (p < 0.001), while the control group showed no significant change between pre- and post-test scores (p = 0.414). 4 Discussion The Predictive Effect of Mindfulness on Training Competition Satisfaction and Self-Efficacy of Sport Training Training competition satisfaction is a form of emotional awareness, referring to a relatively stable experience of positive emotional attitude that arises in athletes following their cognitive evaluation of training and competition. The theory of mindfulness emotion regulation suggests that individuals with high levels of mindfulness have higher levels of attentional awareness and emotion regulation. In daily training and competition, athletes with high levels of mindfulness are more able to focus on training and competition, and have higher motivation to complete their training and competition tasks in training and competition, thus gaining support and self-recognition from their coaches and teammates, and obtaining more positive emotional experiences in training and competition. In addition, mindfulness also helps athletes to effectively regulate anxiety and stress during training and competition [ 10 ]. When facing frustration and emotional ups and downs, athletes adopt a mindfulness emotion adjustment mode that is non-judgmental and accepting of these stimuli, so that the negative effects of negative emotions are reduced, which all contribute to satisfaction. The higher the level of mindfulness in CUBA athletes, the higher the self-efficacy of sport training. Shapiro believed that mindfulness consists of three different factors, namely awareness, attention and attitude, which are intertwined with each other and directly or indirectly cause a change or reconstruction of an individual's perception [ 26 ]. Mindfulness can enhance state confidence [ 13 ]. When athletes maintain a positive and optimistic mindset, they are more likely to approach demanding training and competition with enthusiasm and determination, thereby increasing their sense of self-control and perceived effort. Moreover, mindfulness improves athletes’ attentional awareness[ 27 ], enabling them to regulate their attention effectively. This facilitates concentration on technical actions related to training and competition goals and enhances tactical awareness. Even when distracted by external factors, athletes with higher levels of mindfulness are better able to quickly redirect their focus back to the task at hand. These capabilities contribute to goal attainment and improved athletic performance. According to Bandura’s theory of self-efficacy, successful experiences and physiological-emotional states influence the development of self-efficacy beliefs [ 28 ]. Successful experiences in training and competition help athletes develop a sense of control and competence in performing athletic tasks, thereby enhancing their self-efficacy of sports training. Self-Efficacy of Sport Training as a Mediator Between Mindfulness and Training Competition Satisfaction The results of Study 1 indicated that self-efficacy of sports training served as a partial mediator in the relationship between mindfulness and training competition satisfaction among CUBA athletes. The indirect effect was 0.210, accounting for 45.3% of the total effect. This suggests that mindfulness not only has a direct positive impact on training competition satisfaction, but also exerts an indirect effect by enhancing athletes’ self-efficacy of sport training. Mindfulness enables athletes to approach training and competition with a positive mindset and to effectively acquire and apply sport-specific skills, thereby ensuring the quality of training and competition outcomes. As a result, athletes are more likely to develop a higher level of self-efficacy of sport training. This study found that all dimensions of self-efficacy of sports training positively predicted training competition satisfaction, with the sense of control being the most significant predictor. This suggests that during routine training and competition, CUBA athletes who believe they can effectively control their training tasks and behaviors tend to exhibit greater enthusiasm, experience more positive emotional responses, and report higher levels of training competition satisfaction. In the dimension of perceived effort, athletes are able to exert themselves in training to accomplish assigned tasks. In the dimension of perceived ability, athletes acknowledge their own athletic abilities as sufficient to achieve training and competition goals. In the dimension of perceived environment, athletes are capable of assessing their training environment and utilizing it actively and effectively to better accomplish training and competition tasks. All of these factors contribute to enhancing training and competition satisfaction. In summary, athletes with a high level of mindfulness tend to exhibit greater self-efficacy of sport training and develop strong confidence in overcoming both opponents and personal limitations. This belief in their competence to succeed in training and competition not only fosters a positive cognitive appraisal and enthusiastic engagement in athletic activities, but also translates into greater trust in the team in group sports contexts. Specifically, such athletes are more likely to affirm the team’s overall competitiveness, organizational structure, and their own influence within the team. This sense of trust facilitates their acceptance of and adherence to the team’s regulations and protocols—such as training goals, plans, content, and methods—all of which contribute to enhanced training competition satisfaction. The mediating role of self-efficacy of sport training further clarifies the underlying mechanism through which mindfulness influences training competition satisfaction. This finding provides important insights into how CUBA athletes can enhance their training competition satisfaction. To effectively improve training competition satisfaction among CUBA athletes, it is essential to not only enhance their level of mindfulness but also to strengthen their self-efficacy of sport training. Mindfulness Training has an Impact on Self-Efficacy of Sport Training and Training Competition Satisfaction To further examine the causal relationships between mindfulness, self-efficacy of sport training, and training competition satisfaction, as well as to evaluate the effectiveness of mindfulness training methods, Study 2 developed and implemented a mindfulness training intervention based on established mindfulness training research. The experimental results indicated that, prior to the mindfulness training, there were no significant differences between the experimental group and the control group in terms of mindfulness level, self-efficacy of sport training (including all its dimensions), and training competition satisfaction, suggesting that the two groups were essentially homogeneous at baseline. Following the implementation of the mindfulness training, the experimental group demonstrated significant improvements in overall mindfulness levels, total self-efficacy of sport training and its sub-dimensions, as well as training competition satisfaction compared to pre-training levels. In contrast, no significant changes were observed in the control group. These findings indicate that the mindfulness training intervention used in this study was effective in enhancing mindfulness, self-efficacy of sport training, and training competition satisfaction among CUBA athletes, thereby supporting the research hypotheses. This result is consistent with the findings of the majority of mindfulness-based intervention studies conducted both domestically and internationally[ 16 ]. Mindfulness training can enhance the mindfulness levels of collegiate athletes and yield substantial psychological benefits. The effectiveness of mindfulness training can be attributed to several key factors: (1)Enhancing attentional self-regulation. The cultivation of “mindfulness skills” was integrated throughout the entire intervention process. Across eight sessions of group-based mindfulness training, participants engaged in exercises such as mindful breathing, mindful meditation, and mindful eating (e.g., eating fruit mindfully), with an emphasis on applying these practices in daily training and everyday life. Mindfulness techniques can assist athletes in better regulating their attention, enabling them to refocus on the present task even in the face of external distractions. (2)Experiencing the present moment and learning to accept. The core principles of mindfulness involve openness, acceptance, non-judgment, and present-moment awareness. When athletes adopt these attitudes, they are better able to regulate their motor skills, maintain performance under frustrating conditions, and continue executing tasks with greater fluidity and ease[ 29 ]. In mindfulness training, athletes are guided to adopt a more open mindset—particularly by learning to accept negative emotions. They are encouraged to coexist with impulses, allowing such impulses to subside naturally, thereby fostering an attitude of acceptance toward all aspects of life. During the intervention process, athletes were also supported in maintaining contact with the present moment and were further guided to recognize and make full use of the resources available around them in daily life, thereby constructing experiences of success. (3) Clarifying values and committing to action. Mindfulness training assists athletes in clarifying their values by identifying what is truly important and meaningful in their sport training and daily life. It encourages them to commit to value-consistent actions, guiding, motivating, and facilitating the setting of goals and the initiation of behaviors that enrich their lives in alignment with these values. Mindfulness practice can help athletes enhance their emotional self-regulation and their ability to redirect attention in the present moment, while also enabling them to discover personal meaning and value in sport training. Through mindfulness, athletes learn to experience training and competition with a non-egocentric perspective—cultivating an objective, “selfless” awareness of the ever-changing environment. This promotes greater focus on present athletic performance and facilitates better collaboration with teammates in accomplishing competitive tasks, which is particularly beneficial in team sports. All of these factors contribute to improved athletic performance during training and competition. Athletes experience enhanced perceptions of control, effort, ability, and environmental support, which in turn naturally lead to increased self-efficacy of sport training and greater with training competition satisfaction. Athletes’ mindfulness levels have a significant impact on their self-efficacy of sport training and training competition satisfaction. This finding suggests that future sport training programs for CUBA athletes should incorporate psychological skills training, including mindfulness-based interventions, into daily practice. Helping athletes understand the core principles of mindfulness and develop mindfulness skills would not only benefit the overall development of the team but also contribute to the personal growth of individual athletes. Limitations and Future Directions This study also has certain limitations. First, in the selection of the participants for the questionnaire, only athletes from the CUBA First Division were chosen as the subjects of the study, excluding athletes from the CUBA Second and Third Divisions or elite youth professional teams. Therefore, future research should include a broader range of athletes from these categories. Second, the mindfulness training intervention was conducted for only eight weeks. Although this duration is relatively long, it was the first time that CUBA athletes were introduced to mindfulness training. The process of moving from concept to experience and eventually forming a habit takes time. Hence, future studies could consider extending the duration of the intervention to obtain more long-term experimental data. Furthermore, the current experimental intervention only collected data at two time points—pre- and post-test—without any follow-up measurements. Therefore, future studies should include follow-up assessments to examine the sustained effects of mindfulness on self-efficacy sports training and training competition satisfaction. 5 Conclusions This study investigated the relationships among mindfulness, self-efficacy of sport training, and training competition satisfaction through two separate studies. The results revealed the following: (1) Mindfulness significantly predicts both self-efficacy of sport training and training competition satisfaction among CUBA athletes. Specifically, mindfulness not only exerts a direct positive effect on training competition satisfaction, but also influences it indirectly by enhancing self-efficacy of sport training. (2) Mindfulness training is an effective method for improving athletes’ psychological skills. It significantly increases mindfulness levels in CUBA athletes and concurrently enhances their self-efficacy of sport training and with training competition satisfaction. Abbreviations CUBA China University Basketball Association Declarations 6.2 Ethics approval and consent to participate This trial was approved by the Bioethics Committee of Biomedical Research of Hunan Normal University(2022-391). The committee approved that the study was carried out in accordance with the Declaration of Helsinki. All participants have signed informed consent forms. 6.3 Consent for publication Not applicable. 6.4 Availability of data and materials The original contributions presented in the study are included in the article/supplementary material, further inquiries can be directed to the corresponding author. 6.5 Competing Interests The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest. 6.6 Funding This research was funded by the National Natural Science Foundation of China under the project "Research on the Psychological and Neural Mechanisms and Interventions of Growth Thinking Affecting Academic Engagement". ( Approval No. 62467001; Date: September 22, 2022 ) This trial was approved by the Ethics Committee of Hunan Normal University. 6.7 Authors' contributions Y.Z.: Data curation, Project administration, Conceptualization, Investigation, Formal analysis, Writing – review & editing, Writing – original draft. J.L.: Conceptualization, Investigation, Data curation, Writing – review & editing, Methodology, Writing – original draft, Formal analysis. X.Y.: Writing – original draft, Writing – review & editing, Funding acquisition, Methodology. S.W.: Funding acquisition, Writing – review & editing, Writing – original draft, Formal analysis, Data curation, Investigation. 6.8 Acknowledgements Thank you for the support of my project team members. 7 Consent for publication Not applicable. References Barikani A, et al. Satisfaction and motivation of general physicians toward their career. Glob J Health Sci. 2012;5(1):166–73. Poon JML. Career commitment and career success: Moderating role of emotion perception. Career Dev Int. 2004;9(4):374–90. Habe K, Biasutti M, Kajtna T. Flow and Satisfaction With Life in Elite Musicians and Top Athletes. Front Psychol. 2019;10:698. De Francisco C et al. Basic Psychological Needs, Burnout and Engagement in Sport: The Mediating Role of Motivation Regulation. Int J Environ Res Public Health, 2020. 17(14). Jowett S. Coaching effectiveness: the coach-athlete relationship at its heart. Curr Opin Psychol. 2017;16:154–8. Brown KW, Ryan RM. The benefits of being present: mindfulness and its role in psychological well-being. J Pers Soc Psychol. 2003;84(4):822–48. Shapiro SL, et al. Mechanisms of mindfulness. J Clin Psychol. 2006;62(3):373–86. Tsafou KE, et al. The relation of trait and state mindfulness with satisfaction and physical activity: A cross-sectional study in 305 Dutch participants. J Health Psychol. 2017;22(10):1221–32. Tsafou KE, et al. Mindfulness and satisfaction in physical activity: A cross-sectional study in the Dutch population. J Health Psychol. 2016;21(9):1817–27. Ning JH, Hao QW, Huang DC. Effects of Mindfulness Acceptance Insight Commitment Training on Flow State and Mental Health of College Swimmers: A Randomized Controlled Experimental Study. Front Psychol. 2022;13:799103. Neace SM, et al. Trait mindfulness and intrinsic exercise motivation uniquely contribute to exercise self-efficacy. J Am Coll Health. 2022;70(1):13–7. Vidic Z, Cherup N. Mindfulness in classroom: Effect of a mindfulness-based relaxation class on college students' stress, resilience, self-efficacy and perfectionism. Coll Student J. 2019;53(1):130–42. Shi L, et al. Exploring the association of mindfulness, confidence, competitive state anxiety, and attention control in soccer penalty shootouts. Front Psychol. 2024;15:1439654. Deng J et al. The Relationship between Physical Activity and Life Satisfaction among University Students in China: The Mediating Role of Self-Efficacy and Resilience. Behav Sci (Basel), 2023. 13(11). Ye YP, et al. The impact of physical exercise on university students' life satisfaction: The chain mediation effects of general self-efficacy and health literacy. PLoS ONE. 2025;20(6):e0325835. Wang Y, Lei SM, Fan J. Effects of Mindfulness-Based Interventions on Promoting Athletic Performance and Related Factors among Athletes: A Systematic Review and Meta-Analysis of Randomized Controlled Trial. Int J Environ Res Public Health, 2023. 20(3). Nien JT, et al. Effect of brief mindfulness and relaxation inductions on anxiety, affect and brain activation in athletes. Psychol Sport Exerc. 2023;67:102422. Si XW, Yang ZK, Feng X. A meta-analysis of the intervention effect of mindfulness training on athletes' performance. Front Psychol. 2024;15:1375608. Chen S-y, Cui H, Zhou R-l, Jia Y-y. Revision of Mindful Attention Awareness Scale (MAAS). Chin J Clin Psychol. 2012;20(2):148–51. Luo YP. University students' physical education learning self-efficacy scale's establishment and correlation analysis. Doctoral dissertation, Southwest University, 2012. Liwei Z, Jinpang L. ATHLETES' LIFE SATISFACTION: THE CONTRIBUTIONS OF INDIVIDUAL SELF-ESTEEM AND COLLECTIVE SELF-ESTEEM. J Chin Psychol Acta Physiol Sinica, 2002. Si-yi CHEN, Ren-lai CHZHOU. JIA Yan-yan., Revisionof MindfulAttentionAwarenessScale(MAAS)[J]. Chinese Journal of Clinical Psychology. 2012,20(02):148–151, 2012. Ni GY. Mindfulness Training Manual for Athletes [M]. Beijing Sport University; 2014. Teasdale J, Williams M, Segal Z. The mindful way workbook: An 8-week program to free yourself from depression and emotional distress. The Guilford Press; 2014. John Teasdale MW, Segal Z. THE MINDFUL WAY WORKBOOK[M]. Beijing: China Social Sciences; 2017. Tang YY, Holzel BK, Posner MI. The neuroscience of mindfulness meditation. Nat Rev Neurosci. 2015;16(4):213–25. Ding H, et al. Effects of long-term mindfulness meditation training on attentional capacity in professional male fencer athletes. Sci Rep. 2025;15(1):13040. Bandura A. Self-efficacy: toward a unifying theory of behavioral change. Psychol Rev. 1977;84(2):191–215. Martiny L et al. Flow Training Program: Mindfulness, Decision Making, and Mental Well-Being of Young and Adult Elite Handball Athletes. Sports (Basel), 2024. 12(6). Tables Table 2. Descriptive Statistics and Correlation Analysis of Mindfulness, Self-Efficacy of Sport Training and Its Dimensions, and Training Competition Satisfaction. Variables M±SD Mindfulness Self-Efficacy of Sport Training Control Effort Ability Environment Training Competition Satisfaction Mindfulness 64.94±13.29 1 Self-Efficacy of Sport Training 70.81±10.83 0.536** 1 Control 15.55±2.87 0.528** 0.852** 1 Effort 27.58±4.52 0.494** 0.945** 0.751** 1 Ability 15.76±2.66 0.438** 0.874** 0.624** 0.776** 1 Environment 11.91±2.20 0.404** 0.813** 0.593** 0.681** 0.685** 1 Training Competition Satisfaction 26.83±6.80 0.463** 0.527** 0.532** 0.483** 0.428** 0.392** 1 ** Significant correlation at the 0.01 level (two-tailed). Table 3 .Mediation Effect Analysis of Self-Efficacy of Sport Training Between Mindfulness and Training Competition Satisfaction. Pathway Point Estimate P 95%confidence interval Lower Upper Mindfulness-Self-Efficacy of Sport Training（a） 0.536 0.001 0.373 0.493 Self-Efficacy of Sport Training-Training Competition Satisfaction（b） 0.391 0.001 0.198 0.290 Mindfulness-Training Competition Satisfaction（c'） 0.254 0.001 0.088 0.171 Mindfulness-Training Competition Satisfaction（c） 0.464 Note：c=a*b+c' Table 4.Mean Scores (M±SD) of Each Scale for the Two Groups and Pre-Test Comparisons Variant Experimental Group （ n=16 ） Control Group （ n=16 ） Pre-test Comparison Pre-test Post-test Pre-test Post-test t p Mindfulness 54.94±8.41 68.44±3.61 54.25±11.52 53.25±10.28 0.193 0.848 Self-Efficacy of Sport Training 58.38±6.93 72.50±6.45 58.75±9.32 59.81±9.63 -0.129 0.898 Control 12.13±1.50 16.94±2.11 12.94±1.77 13.38±2.45 -1.401 0.171 Effort 22.63±2.71 27.88±3.67 22.88±4.62 23.06±4.67 -0.187 0.853 Ability 13.63±2.31 15.69±2.73 13.13±2.13 13.19±2.37 0.638 0.528 Environment 10.00±1.75 12.00±1.32 9.81±2.17 10.19±1.28 0.269 0.79 Training Competition Satisfaction 21.13±4.21 32.75±1.53 22.44±4.16 23.38±3.22 -0.887 0.382 Table 5.Repeated Measures ANOVA Results for Scores of Relevant Variables in the Experimental and Control Groups Variant Intra-subjective Inter-subjective Time Time x Group F p Bias η² F p 偏 η² F p Bias η² Mindfulness 6.83 0.014 0.185 9.19 0.005 0.234 14.51 0.001 0.326 Self-Efficacy of Sport Training 12.08 0.002 0.287 8.93 0.006 0.229 10.43 0.003 0.258 Control 22.78 <0.001 0.432 15.82 <0.001 0.345 9.84 0.004 0.247 Effort 6.04 0.02 0.168 5.23 0.029 0.149 6.74 0.014 0.184 Ability 3.31 0.079 0.099 2.93 0.097 0.089 6.02 0.02 0.167 Environment 8.07 0.008 0.212 3.78 0.061 0.112 5.78 0.023 0.162 Training Competition Satisfaction 61.62 <0.001 0.673 44.60 <0.001 0.598 44.60 <0.001 0.598 Additional Declarations No competing interests reported. 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13:07:23","extension":"png","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":14490,"visible":true,"origin":"","legend":"\u003cp\u003eComparison of Pre- and Post-Test Differences in Mindfulness Scores Between the Experimental and Control Groups\u003c/p\u003e","description":"","filename":"Onlinefloatimage2.png","url":"https://assets-eu.researchsquare.com/files/rs-8309481/v1/41cdc832b4f9ad73cdf56c0a.png"},{"id":99161434,"identity":"db42df1b-2159-4366-81c8-70adba6a1cc9","added_by":"auto","created_at":"2025-12-29 13:07:23","extension":"png","order_by":3,"title":"Figure 3","display":"","copyAsset":false,"role":"figure","size":16527,"visible":true,"origin":"","legend":"\u003cp\u003eComparison of Pre- and Post-Test Differences in Self-efficacy of Sport Training Scores Between the Experimental and Control Groups\u003c/p\u003e","description":"","filename":"Onlinefloatimage3.png","url":"https://assets-eu.researchsquare.com/files/rs-8309481/v1/77e3105de91588f2a735e790.png"},{"id":99161437,"identity":"b052ee26-6b37-4355-ba8c-e33f96529ed7","added_by":"auto","created_at":"2025-12-29 13:07:24","extension":"png","order_by":4,"title":"Figure 4","display":"","copyAsset":false,"role":"figure","size":16197,"visible":true,"origin":"","legend":"\u003cp\u003eComparison of Pre- and Post-Test Differences in Training Competition satisfaction Scores Between the Experimental and Control Groups\u003c/p\u003e","description":"","filename":"Onlinefloatimage4.png","url":"https://assets-eu.researchsquare.com/files/rs-8309481/v1/7b40bc6d34adb490800f520d.png"},{"id":101825296,"identity":"4ede6c8d-3fb5-4d26-b53f-3ce4b36363c7","added_by":"auto","created_at":"2026-02-04 04:39:53","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":917710,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-8309481/v1/b2c01c8a-2353-4eaf-817b-3e7695886da1.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"The Relationship Between CUBA Athletes’ Mindfulness, Self- efficacy of Sports Training, and Training and Competition Satisfaction: A Cross-sectional and Longitudinal Study","fulltext":[{"header":"1 Introduction","content":"\u003cp\u003eTraining competition satisfaction refers to the emotional response that athletes experience after evaluating their training and competition experiences, along with related factors, in a comprehensive manner. Some empirical studies have analyzed that training competition satisfaction, as a subjective feeling of athletes, affects athletes' motivation[\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e], competition mood[\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e], athletic performance[\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e]and psychological fatigue[\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e]. CUBA (China University Basketball Association) athletes generally come from colleges and universities with various majors enrolled in college, they are different from the general professional players, they need to participate in college professional courses more time in addition to training and competition. Whether or not they are satisfied with their training matches, this emotional response not only affects their performance in training matches, but also affects their professional learning. In order to ensure the healthy development of college athletes, it is necessary to study the factors influencing their training competition satisfaction. The external influences on training satisfaction (e.g., coaching leadership behavior) have been explored [\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e], but the intra-individual factors affecting athletes' training and competition satisfaction and their influencing mechanisms have yet to be studied in depth. Mindfulness is a state of consciousness that holds an open, receptive attitude to directing attention to the goal of the present moment, and the ability to bring awareness to the experience of the present moment and deepen self-control of attention[\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e]. A high level of mindfulness reflects that the individual has a high level of attentional awareness and is able to have continuous and sustained awareness of ongoing events and experiences. According to the mindfulness emotion regulation theory, individuals with high levels of mindfulness possess a greater capacity for \"awareness,\" enabling them to promptly recognize their thoughts and emotions without reacting. They are less prone to automatic thinking and negative self-evaluation. As a result, when faced with negative emotions, these individuals can respond with an open and accepting attitude, learning not to fear or avoid negative emotions, thereby enhancing satisfactio[\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e]. The impact of mindfulness on training and competition satisfaction has been empirically confirmed. Tsafou suggests that training and competition satisfaction is closely related to mindfulness[\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e]; Ning JH also verified the positive effect of athletes' mindfulness levels on training and competition satisfaction[\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eSelf-efficacy of sports training refers to an athlete's assessment and judgment of their ability to complete training tasks and achieve established training goals. It is a specific type of general self-efficacy in the context of sports. Research has shown that self-efficacy is closely related to mindfulness and training competition satisfaction. On the one hand, self-efficacy can be affected by an individual's level of mindfulness. Neace SM's study confirmed that there is a significant positive correlation between mindfulness and self-efficacy and that mindfulness positively predict self-efficacy[\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e]. Vidic conducted an experimental intervention using mindfulness training with college students and found that mindfulness training can enhance psychological resilience and self-efficacy[\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e]. Shi L's study suggests that there is a positive correlation between mindfulness and self-confidence[\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e]. On the other hand, self-efficacy affects their training competition satisfaction. Deng J found that self-efficacy indirectly affected college students' life satisfaction and led to an overall improvement in college students' life satisfaction [\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e]. Ye YP found that college students' life satisfaction is closely related to general self-efficacy, and general self-efficacy plays a mediating role in the impact of physical exercise on life satisfaction[\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e]. In the field of sports, athletes with higher self-efficacy in sports training tend to have greater confidence in completing training and competition tasks. They are able to overcome difficulties and use strong willpower to achieve their training and competition goals. As a result, they exhibit more positive emotional responses and cognitive evaluations during training and competition, leading to higher self-reported satisfaction with their training and competition experiences. Therefore, it can be concluded that training competition satisfaction, as a specific form of life satisfaction, is indeed influenced by self-efficacy of sports training.\u003c/p\u003e \u003cp\u003eAn individual's level of mindfulness can be enhanced through mindfulness training interventions, which have become a widely studied psychological and behavioral intervention method in recent research. Mindfulness training can effectively improve athletes' mindfulness levels, psychological benefits, and enhance their athletic performance[\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e]. Megan Hut believes that mindfulness training is an effective method for enhancing athletes' training competition satisfaction[\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e]. Si XW argues that mindfulness training can effectively improve athletes' mindfulness levels[\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eIn summary, although some scholars have confirmed the influential role of mindfulness on training competition satisfaction, does the relationship between mindfulness and self-efficacy of sports training and does self-efficacy of sports training play a mediating role in the relationship between mindfulness and training competition satisfaction? What is the impact of mindfulness training on self-efficacy of sports training and training competition satisfaction in the CUBA basketball program? This all needs to be explored further. This study reveals the relational pathways and influencing mechanisms between mindfulness, self-efficacy of sports training, and training competition satisfaction among CUBA athletes through both a questionnaire survey and experimental intervention. This study hypothesizes that mindfulness levels can predict self-efficacy of sports training and training competition satisfaction, with self-efficacy of sports training serving as a mediator between mindfulness and training competition satisfaction. Additionally, it is hypothesized that mindfulness training interventions can effectively enhance the mindfulness levels of CUBA athletes, thereby significantly improving their self-efficacy of sports training and training competition satisfaction. Study 1: A Cross-sectional Study on the Relationship Between Mindfulness, Self-efficacy of Sports Training, and Training Competition Satisfaction Among CUBA Athletes. Study 2: A Longitudinal Study on the Effects of Mindfulness Training on Self-efficacy of Sports Training and Training Competition Satisfaction.\u003c/p\u003e"},{"header":"2 Materials and Methods","content":"\u003cp\u003eStudy Design(\u003cb\u003eStudy 1)\u003c/b\u003e\u003c/p\u003e \u003cp\u003eThis study employed a questionnaire survey method, using a combination of on-site paper questionnaires and electronic online surveys distributed through the Questionnaire Star platform. The participants were basketball players from the 24th CUBA First Division National Basketball League, including a total of 64 men's basketball teams and 24 women's basketball teams from four regional divisions across China: the Southwest, Southeast, Northwest, and Northeast regions. A total of 720 questionnaires were distributed, with 684 valid responses, resulting in a response rate of 95%. Among the respondents, 535 were male athletes and 149 were female athletes. There were 302 first-level athletes, 270 second-level athletes, and 112 athletes from other categories. Participants were from the following regional divisions: 218 from the Southwest, 223 from the Southeast, 107 from the Northwest, and 136 from the Northeast.\u003c/p\u003e \u003cdiv id=\"Sec3\" class=\"Section3\"\u003e \u003cdiv class=\"Heading\"\u003e2.1.1 Research Tools\u003c/div\u003e \u003cp\u003e \u003cb\u003eMeasurement of Mindfulness\u003c/b\u003e:\u003c/p\u003e \u003cp\u003eThe Chinese version of the Mindful Attention Awareness Scale (MAAS)[\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e], revised by Chen Siyi, Cui Hong, and others, was used. The questionnaire consists of 15 items, with a 6-point scoring system, where higher scores indicate a higher level of mindfulness. In this study, the Cronbach's alpha coefficient of the questionnaire was 0.924.\u003c/p\u003e \u003cp\u003eMeasurement of Self-Efficacy of Sport Training in College Students:\u003c/p\u003e \u003cp\u003eThis study first revised the College Student Physical Education Learning Self-Efficacy Scale[\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e] developed by Luo Yanping into the College Student Self-Efficacy of Sport Training Scale. The scale consists of 18 items across four dimensions: control, effort, ability, and environment. It uses a 5-point scoring system, with the total score representing the self-efficacy level. A higher score indicates a higher level of self-efficacy. The confirmatory factor analysis in the revision study showed: χ\u0026sup2;/df\u0026thinsp;=\u0026thinsp;1.872, IFI\u0026thinsp;=\u0026thinsp;0.937, CFI\u0026thinsp;=\u0026thinsp;0.935, NFI\u0026thinsp;=\u0026thinsp;0.936, and RMSEA\u0026thinsp;=\u0026thinsp;0.066. The Cronbach's α coefficient for the overall scale was 0.923, and for the four dimensions, the Cronbach's α coefficients ranged from 0.738 to 0.878. All indices met the measurement standards. In this study, the Cronbach's α coefficient for the questionnaire was 0.938.\u003c/p\u003e \u003cp\u003eMeasurement of Training Competition Satisfaction:\u003c/p\u003e \u003cp\u003eThe Training Competition Satisfaction Scale[\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e], developed by Zhang Liwei and others [\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e], was used. This scale is a Single-dimensional scale consisting of 6 items, using a 7-point scoring system, with higher scores indicating higher training-competition satisfaction among athletes. The Cronbach's α coefficient in this study was 0.807.\u003c/p\u003e \u003cp\u003eStudy Design(\u003cb\u003eStudy 2)\u003c/b\u003e\u003c/p\u003e \u003cp\u003eThis study employed an experimental design to further validate the findings of Study 1, aiming to enhance athletes\u0026rsquo; mindfulness levels through mindfulness training and to examine whether improvements in self-efficacy of sport training and training competition satisfaction occur as a result of increased mindfulness.\u003c/p\u003e \u003cp\u003eRecruitment of a college CUBA men's and women's varsity basketball team athletes, consisting of a total of 32 people, were randomly divided into an experimental group and a control group. Among them, 16 were in the experimental group, with 8 male and female athletes each; 16 were in the control group, with 8 male and female athletes each.\u003c/p\u003e \u003cp\u003eExperimental independent variable: mindfulness level, as reflected by the inclusion or exclusion of mindfulness training in basketball training. The control group engaged in regular basketball training, while the experimental group received mindfulness training integrated into their regular basketball training.\u003c/p\u003e \u003cp\u003eExperimental dependent variables: athletes\u0026rsquo; self-efficacy of sport training and training competition satisfaction in both the experimental and control groups.\u003c/p\u003e \u003cp\u003eExperimental control:\u003c/p\u003e \u003cp\u003e\u003col\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eTo ensure the fairness of the experimental results, a random grouping method was used to assign 32 participants to the experimental group and the control group. Participants in both groups completed questionnaires measuring mindfulness level, self-efficacy of sport training, and training competition satisfaction. An independent samples T-test was conducted, and the results showed no significant differences between the two groups. The experiment was then carried out.\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eA double-blind design was employed to ensure the authenticity of the experimental results. The researcher designed the intervention and, in collaboration with the basketball team coach, supervised and managed the entire experimental process. During the experiment, the coach assisted only in organizing the athletes and conducting regular basketball training. The mindfulness training sessions were led by senior graduate students majoring in applied psychology who had received professional training, under the guidance and supervision of a psychology professor. Both the coach and the mindfulness instructors were unaware of the specific details of the experiment and the testing content, in order to ensure the effectiveness of the mindfulness intervention.\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eA 2 (experimental condition) \u0026times; 2 (time point) mixed experimental design was adopted to evaluate whether mindfulness training has an intervention effect on self-efficacy of sport training and training competition satisfaction among university CUBA basketball athletes. The intervention program lasted for eight weeks, consisting of eight sessions, with one session per week, each lasting approximately 90 minutes. During the same period, athletes in the control group participated only in regular training without receiving any mindfulness training intervention.\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003c/ol\u003e\u003c/p\u003e \u003cp\u003e \u003cstrong\u003eEthical approval\u003c/strong\u003e \u003cp\u003e was obtained from the Bioethics Committee of Biomedical Research of Hunan Normal University (Approval No. 2022\u0026thinsp;\u0026minus;\u0026thinsp;391).\u003c/p\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec4\" class=\"Section3\"\u003e \u003cdiv class=\"Heading\"\u003e2.1.2 Mindfulness Training Program\u003c/div\u003e \u003cp\u003eThe mindfulness training program was developed with reference to \u003cem\u003eThe Mindfulness Training Manual for Athletes\u003c/em\u003e by Ni Gangya[\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e]and \u003cem\u003eThe Mindful Way Workbook: An Eight-Week Program to Free Yourself from Depression and Emotional Distress\u003c/em\u003e [\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e]by John Teasdale and Mark Williams[\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e]. The program consists of eight thematic modules and incorporates practices such as mindful eating, mindful breathing, body scanning, mindful walking, mindful movement, and mindfulness meditation, aiming to enhance athletes\u0026rsquo; mindfulness levels. The specific mindfulness training program is presented in Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e below.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eEight-week mindfulness training program for athletes\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"4\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eNumber\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eActivity Theme\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eActivity Name\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eMilestone\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFirst Experience of Mindfulness\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1.Snowballing\u003c/p\u003e \u003cp\u003e2.Centering Exercises (Description of Mindfulness and Introduction to Training Programs)\u003c/p\u003e \u003cp\u003e3.First Experience of Mindfulness- Mindfulness Fruit Eating Exercise\u003c/p\u003e \u003cp\u003e4.Signing the Mindfulness Training Program Group Indenture\u003c/p\u003e \u003cp\u003eHomework: listen to the two ways of knowing audios on your own and record your feelings\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eTo enliven the atmosphere of the group and build mutual trust in the group. Introduce members to an initial understanding of mindfulness.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePerception of Self\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1.Beat up a Woman's Fickle Husband\u003c/p\u003e \u003cp\u003e2.Mindfulness of Breathing\u003c/p\u003e \u003cp\u003e3.Body Scanning\u003c/p\u003e \u003cp\u003e4.Drinking Water in Slow Motion\u003c/p\u003e \u003cp\u003eHomework: Record Pleasure Experience Calendar\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eUnderstanding and practicing mindfulness \u0026ldquo;observation\u0026rdquo; techniques; body awareness training to increase focus on bodily sensations and expand members' attention.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eExperience the Present\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1.You clap, I clap.\u003c/p\u003e \u003cp\u003e2.Mindfulness Sitting Meditation\u003c/p\u003e \u003cp\u003e3.3 Minute Breathing Space-\u003c/p\u003e \u003cp\u003eRegular Style\u003c/p\u003e \u003cp\u003e4.Silent Viewing Exercises\u003c/p\u003e \u003cp\u003eHomework: Record a calendar of unpleasant experiences in training\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eUnderstand and train in the \u0026ldquo;descriptive\u0026rdquo; techniques of mindfulness; learn to verbalize the feelings of the present moment, breaking the immersion in the past and future and transforming into living fully in the present.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eRecognition of Avoidance Responses\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1.Magic Pendulum\u003c/p\u003e \u003cp\u003e2.Mindful Walking\u003c/p\u003e \u003cp\u003e3.Coexistence Skills Exercise 1\u003c/p\u003e \u003cp\u003e4.Coexistence Skills Exercise 2\u003c/p\u003e \u003cp\u003eHomework: Complete the Experience Recusal Record Form\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eMindfulness training to become aware of one's reactions to negative emotions in daily life is used to change members' cognitive patterns of negative emotions, identify avoidance responses, and reduce the impact of negative emotions on the individual.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAcceptance of Non-Evaluation\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1.Grab a Stool\u003c/p\u003e \u003cp\u003e2.Mindfulness Numbers Exercise\u003c/p\u003e \u003cp\u003e3.3 Minute Breathing Space Exercise - Response Pose\u003c/p\u003e \u003cp\u003e4.Mindfulness Yoga\u003c/p\u003e \u003cp\u003eHomework: washing dishes with mindfulness\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eUnderstand the meaning of \u0026ldquo;non-judgment\u0026rdquo; in positive thinking; train members to be open and accepting to everything in life; lead members to try to change negative automated thinking.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eBe the Master of Your Emotions\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1.Catch a Squid\u003c/p\u003e \u003cp\u003e2.Mindfulness Stretching\u003c/p\u003e \u003cp\u003e3.Mindfulness Representation Exercise\u003c/p\u003e \u003cp\u003e4.Mindfulness Movement Exercises\u003c/p\u003e \u003cp\u003eHomework: Mindfulness Bathing\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eUnderstanding and training in the \u0026ldquo;non-reaction\u0026rdquo; aspect of positive thinking; guiding members to become aware of embracing unpleasant emotions, learning how to soften or calm impulses, and learning to live with difficulties.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eClarify Values and Commit to Action\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1.Guess What You're Painting\u003c/p\u003e \u003cp\u003e2.Mindfulness Meditation Exercise\u003c/p\u003e \u003cp\u003e3.Value Clarification\u003c/p\u003e \u003cp\u003e4.My Mindfulness Life\u003c/p\u003e \u003cp\u003eHomework: Mindfulness Laundry\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eTo consolidate the results of Mindfulness training; to train members to treat others kindly; to help members clarify their life values and life goals, to know how to lead a meaningful life and to take positive actions.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTogether Towards the Future\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1.Catch a Duck\u003c/p\u003e \u003cp\u003e2.Practice of Concentrating on One's Strength\u003c/p\u003e \u003cp\u003e3.Storytelling Exercises\u003c/p\u003e \u003cp\u003e4.Together Towards the Future\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eUnify the whole process of Mindfulness training and share the experience of the activity. Encourage members to regularize the application of Mindfulness in future life and training competitions; end the group.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eStatistical Analysis\u003c/p\u003e \u003cp\u003eStudy 1:Statistical analysis and data processing were performed using SPSS 25.0. Mediation effect analysis was conducted using Amos 25.0, and effect diagrams were generated.\u003c/p\u003e \u003cp\u003eStudy 2:Statistical analyses were conducted using SPSS 25.0. Independent samples T-tests were used to compare the pre-test scores of mindfulness, athletic self-efficacy of sport training and its dimensions, and training competition satisfaction between the experimental and control groups. The intervention effects were examined using repeated measures ANOVA and simple effects analysis.\u003c/p\u003e \u003c/div\u003e"},{"header":"3 Results","content":"\u003cp\u003e3.1 Study 1\u003c/p\u003e\n\u003cp\u003e3.1.1 Common Method Bias Test and Covariance Diagnosis\u003c/p\u003e\n\u003cp\u003eExploratory analysis of each item was conducted using Herman\u0026apos;s common method bias test. The unrotated exploratory factor analysis revealed six factors with eigenvalues greater than 1. The percentage of variance explained by the first common factor was 35.37%, which is less than 40%. Therefore, it can be concluded that there is no significant common method bias in the data of this study.The collinearity diagnostic results showed that the condition indices of all variables ranged from 11.949 to 16.739, with VIF values of 1.402 and tolerance values of 0.713. These results indicate that there is no collinearity issue between the dimensions, allowing for the mediation effect analysis.\u003c/p\u003e\n\u003cp\u003e3.1.2 Descriptive statistics and correlation analysis between Mindfulness, Self-Efficacy of Sport Training and its dimensions, and Training Competition Satisfaction\u003c/p\u003e\n\u003cp\u003eDescriptive statistics and Pearson correlation analysis were conducted between mindfulness, self-efficacy of sport training and its dimensions, and training competition satisfaction. The results (see Table\u0026nbsp;2) showed that all variables were significantly positively correlated (p \u0026lt; 0.01).\u003c/p\u003e\n\u003cp\u003e3.1.3 \u0026nbsp;The Mediating Effect of Self-Efficacy of Sport Training Between Mindfulness and Training Competition Satisfaction\u003c/p\u003e\n\u003cp\u003eThrough regression analysis, the results showed that mindfulness significantly predicted self-efficacy of sport training (\u0026beta; = 0.536, p \u0026lt; 0.001) and training competition satisfaction (\u0026beta; = 0.463, p \u0026lt; 0.001). Self-efficacy of sport training (\u0026beta; = 0.527, p \u0026lt; 0.001) and control (\u0026beta; = 0.372, p \u0026lt; 0.001) had a significant positive predictive effect on training competition satisfaction. Effort (\u0026beta; = 0.116, p \u0026gt; 0.05), ability (\u0026beta; = 0.081, p \u0026gt; 0.05), and environment (\u0026beta; = 0.036, p \u0026gt; 0.05) had a positive predictive effect on training competition satisfaction, but the results were not statistically significant.\u003c/p\u003e\n\u003cp\u003eMediation effect analysis was conducted using the Bootstrap method, with resampling set to 5,000 iterations.According to Table 3, the effect value (a) of mindfulness on self-efficacy of sport training is 0.536, with a confidence interval of [0.373, 0.493], which does not include 0. The effect value (b) of self-efficacy of sport training on training competition satisfaction is 0.391, with a confidence interval of [0.198, 0.290], which also does not include 0, indicating that the indirect effect is valid and the mediation effect is significant. The effect value (c\u0026apos;) of mindfulness on training competition satisfaction is 0.254, with a confidence interval of [0.088, 0.171], which does not include 0, indicating that the direct effect of mindfulness on training competition satisfaction is significant.Thus, it can be concluded that self-efficacy of sport training partially mediates the relationship between mindfulness and training competition satisfaction. The indirect effect of mindfulness on training competition satisfaction is a*b = 0.210, accounting for 45.3% of the total effect (a*b/c), indicating that 45.3% of the effect of mindfulness on training competition satisfaction is mediated through self-efficacy of sport training. The mediation effect model of self-efficacy of sport training between mindfulness and training competition satisfaction is shown in Figure 1.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFigure 1:\u0026nbsp;\u003c/strong\u003eMediation Effect Model of Self-Efficacy of Sport Training Between Mindfulness and Training Competition Satisfaction\u003c/p\u003e\n\u003cp\u003e3.2 Study\u0026nbsp;2\u003c/p\u003e\n\u003cp\u003e3.2.1\u0026nbsp;\u0026nbsp;Comparison of Descriptive Statistics and Pre-test Differences Between Experimental and Control Groups for Each Variable\u003c/p\u003e\n\u003cp\u003eThe pre- and post-test scores of mindfulness, athletic self-efficacy of sport training \u0026nbsp;and its dimensions, and training competition satisfaction for the experimental and control groups are presented in Table 4. Independent samples T-test results indicated no significant differences between the two groups in the pre-test scores (P \u0026gt; 0.05). This suggests that prior to the mindfulness training, the two groups of athletes were at the same baseline level in terms of mindfulness, self-efficacy of sport training , and training competition satisfaction, demonstrating homogeneity(Table 4).\u003c/p\u003e\n\u003cp\u003eTable 4 Mean Scores (M\u0026plusmn;SD) of Each Scale for the Two Groups and Pre-Test Comparisons\u003c/p\u003e\n\u003cp\u003e3.2.2\u0026nbsp;\u0026nbsp;The Effects of Mindfulness Training on Mindfulness, Training Competition Satisfaction, and Self-efficacy of Sport Training in CUBA Athletes\u003c/p\u003e\n\u003cp\u003e(1)Using the mindfulness scores of CUBA athletes as the dependent variable, measurement time (pre-test, post-test) as the within-subjects variable, and group (experimental group, control group) as the between-subjects variable, a repeated measures ANOVA was conducted. The 2\u0026times;2 ANOVA results for mindfulness scores showed a significant interaction effect between group and time at the 95% confidence level [F(1, 30) = 9.19, p = 0.005, partial \u0026eta;\u0026sup2; = 0.234], indicating a time-related trend in mindfulness levels, and that mindfulness training influenced this trend.\u003c/p\u003e\n\u003cp\u003eFurther simple effects analysis (see Figure 2 and Table 5) revealed that, at the time level, there was no significant difference in pre-test mindfulness scores between the experimental and control groups (p = 0.848), whereas the post-test scores of the experimental group were significantly higher than those of the control group (p \u0026lt; 0.001). At the group level, the post-test mindfulness scores of the experimental group were significantly higher than their pre-test scores (p \u0026lt; 0.001), while no significant change was observed in the control group between pre-test and post-test scores (p = 0.770).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFigure 2\u003c/strong\u003e\u003cstrong\u003e.\u003c/strong\u003eComparison of Pre- and Post-Test Differences in Mindfulness Scores Between the Experimental and Control Groups\u003c/p\u003e\n\u003cp\u003e(2)Using the self-efficacy of sport training scores of CUBA athletes as the dependent variable, measurement time (pre-test, post-test) as the within-subjects variable, and group (experimental group, control group) as the between-subjects variable, a repeated measures ANOVA was conducted. The 2\u0026times;2 ANOVA results for self-efficacy of sport training scores showed a significant interaction effect between group and time at the 95% confidence level [F(1, 30) = 8.93, p = 0.006, partial \u0026eta;\u0026sup2; = 0.229], indicating a time-related trend in self-efficacy of sport training and that mindfulness training influenced this trend.\u003c/p\u003e\n\u003cp\u003eFurther simple effects analysis (see Figure 3 and Table 5) revealed that, at the time level, there was no significant difference in pre-test self-efficacy of sport training scores between the experimental and control groups (p = 0.898), whereas the post-test scores of the experimental group were significantly higher than those of the control group (p \u0026lt; 0.001). At the group level, the post-test scores of the experimental group showed a significant increase compared to their pre-test scores (p \u0026lt; 0.001), while no significant change was observed in the control group between pre- and post-test scores (p = 0.733).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFigure 3\u003c/strong\u003e\u003cstrong\u003e.\u003c/strong\u003eComparison of Pre- and Post-Test Differences in Self-efficacy of Sport Training Scores Between the Experimental and Control Groups\u003c/p\u003e\n\u003cp\u003e(3)Using the training competition satisfaction scores of CUBA athletes as the dependent variable, measurement time (pre-test, post-test) as the within-subjects variable, and group (experimental group, control group) as the between-subjects variable, a repeated measures ANOVA was conducted. The 2\u0026times;2 ANOVA results for training competition satisfaction showed a significant interaction effect between group and time at the 95% confidence level [F(1, 30) = 44.6, p \u0026lt; 0.001, partial \u0026eta;\u0026sup2; = 0.598], indicating a time-related trend in satisfaction and that mindfulness training influenced this trend.\u003c/p\u003e\n\u003cp\u003eFurther simple effects analysis (see Figure 4 and Table 5) revealed that, at the time level, there was no significant difference in pre-test satisfaction scores between the experimental and control groups (p = 0.382), whereas the post-test scores of the experimental group were significantly higher than those of the control group (p \u0026lt; 0.001). At the group level, the post-test satisfaction scores of the experimental group showed a significant increase compared to their pre-test scores (p \u0026lt; 0.001), while the control group showed no significant change between pre- and post-test scores (p = 0.414).\u003c/p\u003e"},{"header":"4 Discussion","content":"\u003cp\u003eThe Predictive Effect of Mindfulness on Training Competition Satisfaction and Self-Efficacy of Sport Training\u003c/p\u003e \u003cp\u003e Training competition satisfaction is a form of emotional awareness, referring to a relatively stable experience of positive emotional attitude that arises in athletes following their cognitive evaluation of training and competition. The theory of mindfulness emotion regulation suggests that individuals with high levels of mindfulness have higher levels of attentional awareness and emotion regulation. In daily training and competition, athletes with high levels of mindfulness are more able to focus on training and competition, and have higher motivation to complete their training and competition tasks in training and competition, thus gaining support and self-recognition from their coaches and teammates, and obtaining more positive emotional experiences in training and competition. In addition, mindfulness also helps athletes to effectively regulate anxiety and stress during training and competition [\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e]. When facing frustration and emotional ups and downs, athletes adopt a mindfulness emotion adjustment mode that is non-judgmental and accepting of these stimuli, so that the negative effects of negative emotions are reduced, which all contribute to satisfaction.\u003c/p\u003e \u003cp\u003eThe higher the level of mindfulness in CUBA athletes, the higher the self-efficacy of sport training. Shapiro believed that mindfulness consists of three different factors, namely awareness, attention and attitude, which are intertwined with each other and directly or indirectly cause a change or reconstruction of an individual's perception [\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e26\u003c/span\u003e]. Mindfulness can enhance state confidence [\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e]. When athletes maintain a positive and optimistic mindset, they are more likely to approach demanding training and competition with enthusiasm and determination, thereby increasing their sense of self-control and perceived effort. Moreover, mindfulness improves athletes\u0026rsquo; attentional awareness[\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e], enabling them to regulate their attention effectively. This facilitates concentration on technical actions related to training and competition goals and enhances tactical awareness. Even when distracted by external factors, athletes with higher levels of mindfulness are better able to quickly redirect their focus back to the task at hand. These capabilities contribute to goal attainment and improved athletic performance. According to Bandura\u0026rsquo;s theory of self-efficacy, successful experiences and physiological-emotional states influence the development of self-efficacy beliefs [\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e]. Successful experiences in training and competition help athletes develop a sense of control and competence in performing athletic tasks, thereby enhancing their self-efficacy of sports training.\u003c/p\u003e \u003cp\u003eSelf-Efficacy of Sport Training as a Mediator Between Mindfulness and Training Competition Satisfaction\u003c/p\u003e \u003cp\u003eThe results of Study 1 indicated that self-efficacy of sports training served as a partial mediator in the relationship between mindfulness and training competition satisfaction among CUBA athletes. The indirect effect was 0.210, accounting for 45.3% of the total effect. This suggests that mindfulness not only has a direct positive impact on training competition satisfaction, but also exerts an indirect effect by enhancing athletes\u0026rsquo; self-efficacy of sport training.\u003c/p\u003e \u003cp\u003eMindfulness enables athletes to approach training and competition with a positive mindset and to effectively acquire and apply sport-specific skills, thereby ensuring the quality of training and competition outcomes. As a result, athletes are more likely to develop a higher level of self-efficacy of sport training. This study found that all dimensions of self-efficacy of sports training positively predicted training competition satisfaction, with the sense of control being the most significant predictor. This suggests that during routine training and competition, CUBA athletes who believe they can effectively control their training tasks and behaviors tend to exhibit greater enthusiasm, experience more positive emotional responses, and report higher levels of training competition satisfaction. In the dimension of perceived effort, athletes are able to exert themselves in training to accomplish assigned tasks. In the dimension of perceived ability, athletes acknowledge their own athletic abilities as sufficient to achieve training and competition goals. In the dimension of perceived environment, athletes are capable of assessing their training environment and utilizing it actively and effectively to better accomplish training and competition tasks. All of these factors contribute to enhancing training and competition satisfaction. In summary, athletes with a high level of mindfulness tend to exhibit greater self-efficacy of sport training and develop strong confidence in overcoming both opponents and personal limitations. This belief in their competence to succeed in training and competition not only fosters a positive cognitive appraisal and enthusiastic engagement in athletic activities, but also translates into greater trust in the team in group sports contexts. Specifically, such athletes are more likely to affirm the team\u0026rsquo;s overall competitiveness, organizational structure, and their own influence within the team. This sense of trust facilitates their acceptance of and adherence to the team\u0026rsquo;s regulations and protocols\u0026mdash;such as training goals, plans, content, and methods\u0026mdash;all of which contribute to enhanced training competition satisfaction.\u003c/p\u003e \u003cp\u003eThe mediating role of self-efficacy of sport training further clarifies the underlying mechanism through which mindfulness influences training competition satisfaction. This finding provides important insights into how CUBA athletes can enhance their training competition satisfaction. To effectively improve training competition satisfaction among CUBA athletes, it is essential to not only enhance their level of mindfulness but also to strengthen their self-efficacy of sport training.\u003c/p\u003e \u003cp\u003eMindfulness Training has an Impact on Self-Efficacy of Sport Training and Training Competition Satisfaction\u003c/p\u003e \u003cp\u003eTo further examine the causal relationships between mindfulness, self-efficacy of sport training, and training competition satisfaction, as well as to evaluate the effectiveness of mindfulness training methods, Study 2 developed and implemented a mindfulness training intervention based on established mindfulness training research. The experimental results indicated that, prior to the mindfulness training, there were no significant differences between the experimental group and the control group in terms of mindfulness level, self-efficacy of sport training (including all its dimensions), and training competition satisfaction, suggesting that the two groups were essentially homogeneous at baseline. Following the implementation of the mindfulness training, the experimental group demonstrated significant improvements in overall mindfulness levels, total self-efficacy of sport training and its sub-dimensions, as well as training competition satisfaction compared to pre-training levels. In contrast, no significant changes were observed in the control group. These findings indicate that the mindfulness training intervention used in this study was effective in enhancing mindfulness, self-efficacy of sport training, and training competition satisfaction among CUBA athletes, thereby supporting the research hypotheses. This result is consistent with the findings of the majority of mindfulness-based intervention studies conducted both domestically and internationally[\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e]. Mindfulness training can enhance the mindfulness levels of collegiate athletes and yield substantial psychological benefits. The effectiveness of mindfulness training can be attributed to several key factors:\u003c/p\u003e \u003cp\u003e(1)Enhancing attentional self-regulation. The cultivation of \u0026ldquo;mindfulness skills\u0026rdquo; was integrated throughout the entire intervention process. Across eight sessions of group-based mindfulness training, participants engaged in exercises such as mindful breathing, mindful meditation, and mindful eating (e.g., eating fruit mindfully), with an emphasis on applying these practices in daily training and everyday life. Mindfulness techniques can assist athletes in better regulating their attention, enabling them to refocus on the present task even in the face of external distractions.\u003c/p\u003e \u003cp\u003e(2)Experiencing the present moment and learning to accept. The core principles of mindfulness involve openness, acceptance, non-judgment, and present-moment awareness. When athletes adopt these attitudes, they are better able to regulate their motor skills, maintain performance under frustrating conditions, and continue executing tasks with greater fluidity and ease[\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e]. In mindfulness training, athletes are guided to adopt a more open mindset\u0026mdash;particularly by learning to accept negative emotions. They are encouraged to coexist with impulses, allowing such impulses to subside naturally, thereby fostering an attitude of acceptance toward all aspects of life. During the intervention process, athletes were also supported in maintaining contact with the present moment and were further guided to recognize and make full use of the resources available around them in daily life, thereby constructing experiences of success.\u003c/p\u003e \u003cp\u003e(3) Clarifying values and committing to action. Mindfulness training assists athletes in clarifying their values by identifying what is truly important and meaningful in their sport training and daily life. It encourages them to commit to value-consistent actions, guiding, motivating, and facilitating the setting of goals and the initiation of behaviors that enrich their lives in alignment with these values.\u003c/p\u003e \u003cp\u003eMindfulness practice can help athletes enhance their emotional self-regulation and their ability to redirect attention in the present moment, while also enabling them to discover personal meaning and value in sport training. Through mindfulness, athletes learn to experience training and competition with a non-egocentric perspective\u0026mdash;cultivating an objective, \u0026ldquo;selfless\u0026rdquo; awareness of the ever-changing environment. This promotes greater focus on present athletic performance and facilitates better collaboration with teammates in accomplishing competitive tasks, which is particularly beneficial in team sports.\u003c/p\u003e \u003cp\u003eAll of these factors contribute to improved athletic performance during training and competition. Athletes experience enhanced perceptions of control, effort, ability, and environmental support, which in turn naturally lead to increased self-efficacy of sport training and greater with training competition satisfaction.\u003c/p\u003e \u003cp\u003eAthletes\u0026rsquo; mindfulness levels have a significant impact on their self-efficacy of sport training and training competition satisfaction. This finding suggests that future sport training programs for CUBA athletes should incorporate psychological skills training, including mindfulness-based interventions, into daily practice. Helping athletes understand the core principles of mindfulness and develop mindfulness skills would not only benefit the overall development of the team but also contribute to the personal growth of individual athletes.\u003c/p\u003e \u003cp\u003eLimitations and Future Directions\u003c/p\u003e \u003cp\u003eThis study also has certain limitations. First, in the selection of the participants for the questionnaire, only athletes from the CUBA First Division were chosen as the subjects of the study, excluding athletes from the CUBA Second and Third Divisions or elite youth professional teams. Therefore, future research should include a broader range of athletes from these categories. Second, the mindfulness training intervention was conducted for only eight weeks. Although this duration is relatively long, it was the first time that CUBA athletes were introduced to mindfulness training. The process of moving from concept to experience and eventually forming a habit takes time. Hence, future studies could consider extending the duration of the intervention to obtain more long-term experimental data. Furthermore, the current experimental intervention only collected data at two time points\u0026mdash;pre- and post-test\u0026mdash;without any follow-up measurements. Therefore, future studies should include follow-up assessments to examine the sustained effects of mindfulness on self-efficacy sports training and training competition satisfaction.\u003c/p\u003e"},{"header":"5 Conclusions","content":"\u003cp\u003eThis study investigated the relationships among mindfulness, self-efficacy of sport training, and training competition satisfaction through two separate studies. The results revealed the following: (1) Mindfulness significantly predicts both self-efficacy of sport training and training competition satisfaction among CUBA athletes. Specifically, mindfulness not only exerts a direct positive effect on training competition satisfaction, but also influences it indirectly by enhancing self-efficacy of sport training. (2) Mindfulness training is an effective method for improving athletes\u0026rsquo; psychological skills. It significantly increases mindfulness levels in CUBA athletes and concurrently enhances their self-efficacy of sport training and with training competition satisfaction.\u003c/p\u003e"},{"header":"Abbreviations","content":"\u003cdiv class=\"DefinitionList\"\u003e \u003cdiv class=\"DefinitionListEntry\"\u003e \u003cdiv class=\"Term\"\u003eCUBA\u003c/div\u003e \u003cdiv class=\"Description\"\u003e \u003cp\u003eChina University Basketball Association\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003c/div\u003e"},{"header":"Declarations","content":"\u003cp\u003e6.2 \u0026nbsp; \u0026nbsp; \u0026nbsp; Ethics approval and consent to participate\u003c/p\u003e\n\u003cp\u003eThis trial was approved by the Bioethics Committee of Biomedical Research of Hunan Normal University(2022-391). The committee approved that the study was carried out in accordance with the Declaration of Helsinki.\u0026nbsp;All participants have signed informed consent forms.\u003c/p\u003e\n\u003cp\u003e6.3\u0026nbsp; \u0026nbsp; \u0026nbsp;Consent for publication\u003c/p\u003e\n\u003cp\u003eNot applicable.\u003c/p\u003e\n\u003cp\u003e6.4\u0026nbsp; \u0026nbsp; \u0026nbsp;Availability of data and materials\u003c/p\u003e\n\u003cp\u003eThe original contributions presented in the study are included in the article/supplementary material, further inquiries can be directed to the corresponding author.\u003c/p\u003e\n\u003cp\u003e6.5\u0026nbsp; \u0026nbsp; \u0026nbsp;Competing Interests\u003c/p\u003e\n\u003cp\u003eThe authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.\u003c/p\u003e\n\u003cp\u003e6.6\u0026nbsp; \u0026nbsp; \u0026nbsp;Funding\u003c/p\u003e\n\u003cp\u003eThis research was funded by the National Natural Science Foundation of China under the project \"Research on the Psychological and Neural Mechanisms and Interventions of Growth Thinking Affecting Academic Engagement\".\u0026nbsp;\u0026nbsp;( Approval No. 62467001; Date: September 22, 2022 )\u003c/p\u003e\n\u003cp\u003eThis trial was approved by the Ethics Committee of Hunan Normal University.\u003c/p\u003e\n\u003cp\u003e6.7\u0026nbsp; \u0026nbsp; \u0026nbsp;Authors' contributions\u003c/p\u003e\n\u003cp\u003eY.Z.: Data curation, Project administration, Conceptualization, Investigation, Formal analysis, Writing – review \u0026amp; editing, Writing – original draft. J.L.: Conceptualization, Investigation, Data curation, Writing – review \u0026amp; editing, Methodology, Writing – original draft, Formal analysis. X.Y.: Writing – original draft, Writing – review \u0026amp; editing, Funding acquisition, Methodology. S.W.: Funding acquisition, Writing – review \u0026amp; editing, Writing – original draft, Formal analysis, Data curation, Investigation.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e6.8\u0026nbsp; \u0026nbsp; \u0026nbsp;Acknowledgements\u003c/p\u003e\n\u003cp\u003eThank you for the support of my project team members.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e7\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;\u0026nbsp;Consent for publication\u003c/p\u003e\n\u003cp\u003eNot applicable.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eBarikani A, et al. Satisfaction and motivation of general physicians toward their career. 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Beijing: China Social Sciences; 2017.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eTang YY, Holzel BK, Posner MI. The neuroscience of mindfulness meditation. Nat Rev Neurosci. 2015;16(4):213\u0026ndash;25.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eDing H, et al. Effects of long-term mindfulness meditation training on attentional capacity in professional male fencer athletes. Sci Rep. 2025;15(1):13040.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eBandura A. Self-efficacy: toward a unifying theory of behavioral change. Psychol Rev. 1977;84(2):191\u0026ndash;215.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eMartiny L et al. Flow Training Program: Mindfulness, Decision Making, and Mental Well-Being of Young and Adult Elite Handball Athletes. Sports (Basel), 2024. 12(6).\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"},{"header":"Tables","content":"\u003cp\u003eTable 2. Descriptive Statistics and Correlation Analysis of Mindfulness, Self-Efficacy of Sport Training and Its Dimensions, and Training Competition Satisfaction.\u003c/p\u003e\n\u003ctable border=\"0\" cellspacing=\"0\" cellpadding=\"0\" width=\"100%\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 13px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eVariables\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eM\u0026plusmn;SD\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 10px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eMindfulness\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 13px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eSelf-Efficacy of Sport Training\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eControl\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eEffort\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eAbility\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eEnvironment\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 11px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTraining Competition Satisfaction\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 13px;\"\u003e\n \u003cp\u003eMindfulness\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15px;\"\u003e\n \u003cp\u003e64.94\u0026plusmn;13.29\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 10px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 13px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 11px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 13px;\"\u003e\n \u003cp\u003eSelf-Efficacy of Sport Training\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15px;\"\u003e\n \u003cp\u003e70.81\u0026plusmn;10.83\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 10px;\"\u003e\n \u003cp\u003e0.536**\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 13px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 11px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 13px;\"\u003e\n \u003cp\u003eControl\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15px;\"\u003e\n \u003cp\u003e15.55\u0026plusmn;2.87\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 10px;\"\u003e\n \u003cp\u003e0.528**\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 13px;\"\u003e\n \u003cp\u003e0.852**\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 11px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 13px;\"\u003e\n \u003cp\u003eEffort\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15px;\"\u003e\n \u003cp\u003e27.58\u0026plusmn;4.52\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 10px;\"\u003e\n \u003cp\u003e0.494**\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 13px;\"\u003e\n \u003cp\u003e0.945**\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e0.751**\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 11px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 13px;\"\u003e\n \u003cp\u003eAbility\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15px;\"\u003e\n \u003cp\u003e15.76\u0026plusmn;2.66\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 10px;\"\u003e\n \u003cp\u003e0.438**\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 13px;\"\u003e\n \u003cp\u003e0.874**\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e0.624**\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8px;\"\u003e\n \u003cp\u003e0.776**\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 11px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 13px;\"\u003e\n \u003cp\u003eEnvironment\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15px;\"\u003e\n \u003cp\u003e11.91\u0026plusmn;2.20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 10px;\"\u003e\n \u003cp\u003e0.404**\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 13px;\"\u003e\n \u003cp\u003e0.813**\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e0.593**\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8px;\"\u003e\n \u003cp\u003e0.681**\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e0.685**\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 11px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 13px;\"\u003e\n \u003cp\u003eTraining Competition Satisfaction\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15px;\"\u003e\n \u003cp\u003e26.83\u0026plusmn;6.80\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 10px;\"\u003e\n \u003cp\u003e0.463**\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 13px;\"\u003e\n \u003cp\u003e0.527**\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e0.532**\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8px;\"\u003e\n \u003cp\u003e0.483**\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e0.428**\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e0.392**\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 11px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"9\" style=\"width: 100px;\"\u003e\n \u003cp\u003e** Significant correlation at the 0.01 level (two-tailed).\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eTable 3 .Mediation Effect Analysis of Self-Efficacy of Sport Training Between Mindfulness and Training Competition Satisfaction.\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"100%\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" style=\"width: 52px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ePathway\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" style=\"width: 15px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ePoint Estimate\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" style=\"width: 6px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eP\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" style=\"width: 25px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e95%confidence interval\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 12px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eLower\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 12px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eUpper\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 52px;\"\u003e\n \u003cp\u003eMindfulness-Self-Efficacy of Sport Training（a）\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15px;\"\u003e\n \u003cp\u003e0.536\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003e0.001\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 12px;\"\u003e\n \u003cp\u003e0.373\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 12px;\"\u003e\n \u003cp\u003e0.493\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 52px;\"\u003e\n \u003cp\u003eSelf-Efficacy of Sport Training-Training Competition Satisfaction（b）\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15px;\"\u003e\n \u003cp\u003e0.391\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003e0.001\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 12px;\"\u003e\n \u003cp\u003e0.198\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 12px;\"\u003e\n \u003cp\u003e0.290\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 52px;\"\u003e\n \u003cp\u003eMindfulness-Training Competition Satisfaction（c\u0026apos;）\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15px;\"\u003e\n \u003cp\u003e0.254\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003e0.001\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 12px;\"\u003e\n \u003cp\u003e0.088\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 12px;\"\u003e\n \u003cp\u003e0.171\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 52px;\"\u003e\n \u003cp\u003eMindfulness-Training Competition Satisfaction（c）\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15px;\"\u003e\n \u003cp\u003e0.464\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 12px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 12px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 52px;\"\u003e\n \u003cp\u003eNote：c=a*b+c\u0026apos;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 12px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 12px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eTable 4.Mean Scores (M\u0026plusmn;SD) of Each Scale for the Two Groups and Pre-Test Comparisons\u003c/p\u003e\n\u003ctable border=\"0\" cellspacing=\"0\" cellpadding=\"0\" width=\"571\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" style=\"width: 97px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eVariant\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" style=\"width: 159px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eExperimental Group\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e（\u003c/strong\u003e\u003cstrong\u003en=16\u003c/strong\u003e\u003cstrong\u003e）\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 16px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" style=\"width: 174px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eControl Group\u003c/strong\u003e\u003cstrong\u003e（\u003c/strong\u003e\u003cstrong\u003en=16\u003c/strong\u003e\u003cstrong\u003e）\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 16px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" style=\"width: 110px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ePre-test Comparison\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 79px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ePre-test\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 80px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ePost-test\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 16px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 88px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ePre-test\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 86px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ePost-test\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 16px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 51px;\"\u003e\n \u003cp\u003e\u003cstrong\u003et\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 60px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ep\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 97px;\"\u003e\n \u003cp\u003eMindfulness\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 79px;\"\u003e\n \u003cp\u003e54.94\u0026plusmn;8.41\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 80px;\"\u003e\n \u003cp\u003e68.44\u0026plusmn;3.61\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 16px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 88px;\"\u003e\n \u003cp\u003e54.25\u0026plusmn;11.52\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 86px;\"\u003e\n \u003cp\u003e53.25\u0026plusmn;10.28\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 16px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 51px;\"\u003e\n \u003cp\u003e0.193\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 60px;\"\u003e\n \u003cp\u003e0.848\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 97px;\"\u003e\n \u003cp\u003eSelf-Efficacy of Sport Training\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 79px;\"\u003e\n \u003cp\u003e58.38\u0026plusmn;6.93\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 80px;\"\u003e\n \u003cp\u003e72.50\u0026plusmn;6.45\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 16px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 88px;\"\u003e\n \u003cp\u003e58.75\u0026plusmn;9.32\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 86px;\"\u003e\n \u003cp\u003e59.81\u0026plusmn;9.63\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 16px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 51px;\"\u003e\n \u003cp\u003e-0.129\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 60px;\"\u003e\n \u003cp\u003e0.898\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 97px;\"\u003e\n \u003cp\u003eControl\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 79px;\"\u003e\n \u003cp\u003e12.13\u0026plusmn;1.50\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 80px;\"\u003e\n \u003cp\u003e16.94\u0026plusmn;2.11\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 16px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 88px;\"\u003e\n \u003cp\u003e12.94\u0026plusmn;1.77\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 86px;\"\u003e\n \u003cp\u003e13.38\u0026plusmn;2.45\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 16px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 51px;\"\u003e\n \u003cp\u003e-1.401\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 60px;\"\u003e\n \u003cp\u003e0.171\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 97px;\"\u003e\n \u003cp\u003eEffort\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 79px;\"\u003e\n \u003cp\u003e22.63\u0026plusmn;2.71\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 80px;\"\u003e\n \u003cp\u003e27.88\u0026plusmn;3.67\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 16px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 88px;\"\u003e\n \u003cp\u003e22.88\u0026plusmn;4.62\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 86px;\"\u003e\n \u003cp\u003e23.06\u0026plusmn;4.67\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 16px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 51px;\"\u003e\n \u003cp\u003e-0.187\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 60px;\"\u003e\n \u003cp\u003e0.853\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 97px;\"\u003e\n \u003cp\u003eAbility\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 79px;\"\u003e\n \u003cp\u003e13.63\u0026plusmn;2.31\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 80px;\"\u003e\n \u003cp\u003e15.69\u0026plusmn;2.73\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 16px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 88px;\"\u003e\n \u003cp\u003e13.13\u0026plusmn;2.13\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 86px;\"\u003e\n \u003cp\u003e13.19\u0026plusmn;2.37\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 16px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 51px;\"\u003e\n \u003cp\u003e0.638\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 60px;\"\u003e\n \u003cp\u003e0.528\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 97px;\"\u003e\n \u003cp\u003eEnvironment\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 79px;\"\u003e\n \u003cp\u003e10.00\u0026plusmn;1.75\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 80px;\"\u003e\n \u003cp\u003e12.00\u0026plusmn;1.32\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 16px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 88px;\"\u003e\n \u003cp\u003e9.81\u0026plusmn;2.17\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 86px;\"\u003e\n \u003cp\u003e10.19\u0026plusmn;1.28\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 16px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 51px;\"\u003e\n \u003cp\u003e0.269\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 60px;\"\u003e\n \u003cp\u003e0.79\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 97px;\"\u003e\n \u003cp\u003eTraining Competition Satisfaction\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 79px;\"\u003e\n \u003cp\u003e21.13\u0026plusmn;4.21\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 80px;\"\u003e\n \u003cp\u003e32.75\u0026plusmn;1.53\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 16px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 88px;\"\u003e\n \u003cp\u003e22.44\u0026plusmn;4.16\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 86px;\"\u003e\n \u003cp\u003e23.38\u0026plusmn;3.22\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 16px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 51px;\"\u003e\n \u003cp\u003e-0.887\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 60px;\"\u003e\n \u003cp\u003e0.382\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eTable 5.Repeated Measures ANOVA Results for Scores of Relevant Variables in the Experimental and Control Groups\u003c/p\u003e\n\u003ctable border=\"0\" cellspacing=\"0\" cellpadding=\"0\" width=\"100%\" class=\"fr-table-selection-hover\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"3\" style=\"width: 14px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eVariant\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"6\" style=\"width: 54px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eIntra-subjective\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 2px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"3\" rowspan=\"2\" style=\"width: 28px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eInter-subjective\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"3\" style=\"width: 26px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTime\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"3\" style=\"width: 27px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTime x Group\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 2px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 8px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eF\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ep\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eBias \u0026eta;\u0026sup2;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eF\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ep\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e偏\u003c/strong\u003e\u003cstrong\u003e\u0026eta;\u0026sup2;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 2px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eF\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 10px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ep\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eBias \u0026eta;\u0026sup2;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 14px;\"\u003e\n \u003cp\u003eMindfulness\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8px;\"\u003e\n \u003cp\u003e6.83\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e0.014\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8px;\"\u003e\n \u003cp\u003e0.185\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8px;\"\u003e\n \u003cp\u003e9.19\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e0.005\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e0.234\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 2px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8px;\"\u003e\n \u003cp\u003e14.51\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 10px;\"\u003e\n \u003cp\u003e0.001\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e0.326\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 14px;\"\u003e\n \u003cp\u003eSelf-Efficacy of Sport Training\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8px;\"\u003e\n \u003cp\u003e12.08\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e0.002\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8px;\"\u003e\n \u003cp\u003e0.287\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8px;\"\u003e\n \u003cp\u003e8.93\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e0.006\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e0.229\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 2px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8px;\"\u003e\n \u003cp\u003e10.43\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 10px;\"\u003e\n \u003cp\u003e0.003\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e0.258\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 14px;\"\u003e\n \u003cp\u003eControl\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8px;\"\u003e\n 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Psychology](http://bmcpsychology.biomedcentral.com/)","snPcode":"","submissionUrl":"","title":"BMC Psychology","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"Mindfulness, Self-efficacy of sports training, Training competition satisfaction, CUBA, Athletes","lastPublishedDoi":"10.21203/rs.3.rs-8309481/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-8309481/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003ch2\u003eObjective\u003c/h2\u003e \u003cp\u003eThis study aims to investigate the relationship and underlying mechanisms between mindfulness, self-efficacy in sports training, and training and competition satisfaction among CUBA athletes through cross-sectional surveys and longitudinal experimental research. The findings are intended to provide valuable insights for the healthy development of college athletes.\u003c/p\u003e\u003ch2\u003eMethod\u003c/h2\u003e \u003cp\u003eStudy 1 was a cross-sectional study. A questionnaire survey was conducted to measure the responses of 684 CUBA athletes. Correlation and regression analyses were performed on the variables, and the Bootstrap method was used to test the mediating effect. Study 2 adopted a 2 (experimental conditions)\u0026times;2 (time points) mixed experimental design, randomly assigning 32 CUBA athletes to a mindfulness training group and a control group (16 people in each group). The experimental group underwent an 8-week mindfulness intervention training. In contrast, the control group received normal technical training at the same time, and conducting psychological measurements before and after training.\u003c/p\u003e\u003ch2\u003eResult\u003c/h2\u003e \u003cp\u003eIn Study 1, the mindfulness level of CUBA athletes had a significant positive predictive effect on their self-efficacy of sports training and training competition satisfaction. The self-efficacy of sports training partially mediated the relationship between mindfulness and training competition satisfaction, with an indirect effect value of 0.210, accounting for 45.3% of the total effect value. In Study 2, compared with the control group, the mindfulness level, self-efficacy of sports training, and training competition satisfaction of athletes in the mindfulness training group significantly improved over time.\u003c/p\u003e\u003ch2\u003eConclusion\u003c/h2\u003e \u003cp\u003eMindfulness can have a direct effect on training competition satisfaction, as well as an indirect effect on training competition satisfaction through self-efficacy of sports training; Mindfulness training is an effective intervention method to enhance motor psychological skills.\u003c/p\u003e","manuscriptTitle":"The Relationship Between CUBA Athletes’ Mindfulness, Self- efficacy of Sports Training, and Training and Competition Satisfaction: A Cross-sectional and Longitudinal Study","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-12-29 13:07:19","doi":"10.21203/rs.3.rs-8309481/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2026-01-02T08:14:44+00:00","index":"","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-01-02T07:57:23+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-12-31T12:40:10+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"218603982893275963832057938556988300712","date":"2025-12-31T12:32:58+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-12-29T15:12:23+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-12-29T09:11:30+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"117246686789502349407070720603087526390","date":"2025-12-29T08:20:32+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"327071318822385755846207556317377900113","date":"2025-12-29T07:07:45+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"190222320628303976840201180989943585841","date":"2025-12-29T06:28:29+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"160566140444011940289748409366580128361","date":"2025-12-28T17:31:08+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"205249473809544719495060713932630496624","date":"2025-12-26T20:58:23+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-12-26T18:05:21+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"237391052436565719808340124078378247198","date":"2025-12-26T17:45:52+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"163384663649639337289138399050542995931","date":"2025-12-26T16:08:51+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"39177394893022559970336071525571357489","date":"2025-12-26T12:29:26+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2025-12-26T12:22:19+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2025-12-25T18:29:11+00:00","index":"","fulltext":""},{"type":"editorInvited","content":"","date":"2025-12-16T13:01:38+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2025-12-16T06:50:11+00:00","index":"","fulltext":""},{"type":"submitted","content":"BMC Psychology","date":"2025-12-16T06:25:23+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"bmc-psychology","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"psyo","sideBox":"Learn more about [BMC Psychology](http://bmcpsychology.biomedcentral.com/)","snPcode":"","submissionUrl":"","title":"BMC Psychology","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"007373a6-e4a0-495d-8b76-d06fdb9ff207","owner":[],"postedDate":"December 29th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"published-in-journal","subjectAreas":[],"tags":[],"updatedAt":"2026-02-04T04:38:57+00:00","versionOfRecord":{"articleIdentity":"rs-8309481","link":"https://doi.org/10.1186/s40359-026-04069-5","journal":{"identity":"bmc-psychology","isVorOnly":false,"title":"BMC Psychology"},"publishedOn":"2026-02-02 00:00:00","publishedOnDateReadable":"February 2nd, 2026"},"versionCreatedAt":"2025-12-29 13:07:19","video":"","vorDoi":"10.1186/s40359-026-04069-5","vorDoiUrl":"https://doi.org/10.1186/s40359-026-04069-5","workflowStages":[]},"version":"v1","identity":"rs-8309481","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-8309481","identity":"rs-8309481","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}