Facilitating the coping self-efficacy and psychological well-being of student rugby players

Abstract

Research into the ‘dual careers’ (simultaneous academic and sport endeavours) of student-athletes is growing. There is a need to optimise student-athletes’ transition from high school to tertiary institutions. The aim of this study was, first, to determine the personal, academic, and sporting needs of student rugby players, and, second, to evaluate the effectiveness of a purposefully developed experiential-learning programme on the coping self-efficacy and psychological well-being of first-year university rugby players. Players were evaluated prior to and 1 month after the intervention. The experiential-learning programme group showed significant improvements in all the measured variables, whereas the non-experiential-learning programme control group’s scores remained unchanged. When corrected for the pre-test differences, the experiential-learning programme group outperformed the non-experiential-learning programme group in terms of problem-focussed coping, dealing with negative emotions and thoughts, obtaining support from family and friends, as well as overall happiness. The experiential-learning programme contributed to facilitating coping self-efficacy and psychological well-being of student rugby players.