Many coaches are
becoming aware of the importance of developing mentally tough performers and
are designing programs to develop it in their athletes. One of the most
significant problems in designing these programs is the inconsistency in the
definition and description of mental toughness. If programs are to be designed
with the goal of developing mental toughness in athletes, the components of the
construct must be identified.
Based on the
advantages that mental toughness can offer to the performer, this study was
designed to develop an understanding of the components of mental toughness in
sport. The purpose of this study was to identify the components of mental
toughness as perceived by National Collegiate Athletic Association (NCAA)
coaches and was guided by two fundamental questions: what are the essential components
of mental toughness? and to what degree are these
components teachable (trainable).
Twenty-two NCAA
coaches were selected to participate from a mix of Division I, II, and III male
sports teams. The procedures for this study were divided into a two-phase
approach. Phase One consisted of each participant completing
a questionnaire for the purpose of evaluating the importance and
class=SpellE>teachability (trainability) of 20 separate components of
mental toughness. Phase Two consisted of follow-up, semi-structured interviews
that provided further insight into the perspectives of the participants.
The results of
this study indicated the essential components of mental toughness based on
their importance to the construct. The results also indicated the degree of
class=SpellE>teachability (trainability) of each component. A unique
relationship between teachability and trainability
was also revealed in this study. These findings provide a better understanding
of the components of mental toughness and support the need for its development
in sport.
