Fostering Psychological Resilience and Mental Health Through a Positive Psychology Intervention in College Basketball Courses

Objective This study aims to develop and evaluate a positive psychology-based intervention within a college basketball curriculum, with a specific focus on improving students’ psychological resilience and mental health. The intervention integrates character strengths, mindfulness, and values-based reflection to enhance emotional regulation, reduce stress, and foster mental well-being. Subjects and Methods A total of 180 undergraduate students (mean age = 19.7 ± 1.2 years) participated in a 16-week quasi-experimental study. The experimental group (n = 90) received a combined program of basketball training and positive psychology exercises targeting mental health outcomes, including strength identification, stress-reframing, and resilience-building sessions. The control group (n = 90) underwent conventional basketball instruction. Mental health was assessed using the Connor-Davidson Resilience Scale (CD-RISC), and additional behavioral and qualitative measures were employed to evaluate emotional and psychological changes. Results The intervention group demonstrated significantly greater improvements in psychological resilience (t (178) = 5.82, p<.001) and overall mental health compared to the control group. Behavioral observations showed increased pro-social interactions and better stress management. Qualitative feedback indicated heightened emotional awareness and improved coping strategies among participants. Conclusions Incorporating positive psychology into physical education significantly enhances psychological resilience and mental health in college students. This approach provides an effective model for supporting emotional and psychological development through sports, suggesting broader applicability in holistic education programs.