A Telehealth-Based, Top-Down Approach to Enhancing Mental Toughness Among Athletics Department Staff
Abstract
Mental toughness (MT) is a critical factor associated with performance indicators, such as athletic success and mental well-being, encompassing a mindset that is purposeful, efficient, and flexible in responding to challenges. Despite this, there is a lack of research on MT among athletics department staff, a group integral to supporting athlete performance and driving organizational success. From an organizational psychology perspective, a top-down approach (focusing on the MT of leadership and support staff) has the potential to cascade benefits throughout the organization; yet, it remains underutilized in this context, where efforts typically prioritize athletes. Moreover, the distinct nature of student-facing roles (e.g., Coach, Athletic Trainer) may influence MT levels differently compared to non-student-facing roles (e.g., Compliance, Facilities), underscoring the importance of tailored interventions. Telehealth and remote interventions have gained significant popularity for their accessibility and scalability. PURPOSE: To investigate the effect of a video-based mental performance intervention on MT among student-facing and non-student-facing athletics department staff, considering potential differences between these roles. METHODS: As part of a larger MT/mental health project, athletics staff at a large southeastern public university completed the Mental Toughness Index (MTI; 8 items) at baseline, immediately after intervention, and 4 weeks post-intervention to assess retention. Thirty-eight participants completed all three assessments, evenly divided between student-facing and non-student-facing roles. Twelve participants with low MTI scores (1–4 out of 7) received tailored video-based interventions targeting specific MT key variables (e.g., buoyancy, optimistic style). RESULTS: Participants generally self-reported high MT levels at baseline. Those not assigned to the intervention scored higher on the MTI (M = 49.4, SD = 3.5) compared to those assigned to the intervention (M = 43.5, SD = 4.5). Student-facing staff reported lower MT scores at baseline relative to non-student-facing staff. Post-intervention, MT scores increased by a full standard deviation for student-facing staff who received the intervention, while scores remained stable for those who did not. At the 4-week retention interval, MT improvements persisted. For non-student-facing staff, MT scores showed no significant differences between those who did and did not receive the intervention. CONCLUSION: This is the first study to highlight the effectiveness of tailored video-based interventions in enhancing MT, particularly among student-facing athletics staff, who face unique challenges due to the interpersonal demands of their roles. By addressing MT at the leadership and support levels, this research underscores the potential of a top-down approach to create organizational-wide benefits. The sustained improvements observed in MT among student-facing staff suggest that targeted, scalable telehealth interventions may serve as a practical and impactful strategy to support performance and well-being within athletics administration.
Recommended Citation
Blaies, Cameron; Morgan, Grant; and Stamatis, Andreas
(2025)
"A Telehealth-Based, Top-Down Approach to Enhancing Mental Toughness Among Athletics Department Staff,"
International Journal of Exercise Science: Conference Proceedings: Vol. 2:
Iss.
17, Article 28.
Available at:
https://digitalcommons.wku.edu/ijesab/vol2/iss17/28
