"Everybody wants to coach it, but fewer know how to do it": a qualitative study of stakeholders' perspectives on mental skill development in youth sports

Background/objectives: In recent years, the role of psychological training in youth sports has received increasing attention in both research and practice. The development of mental skills is important for sporting excellence, as it improves performance and helps athletes grow in their personality. This study aimed to explore the views of a wide range of stakeholders in youth sports on current practices, challenges, and opportunities related to mental skill development programs. With its comprehensive, multi-perspective approach, it provides novel insights into how such programs are perceived and implemented across different roles in youth sports. Methods: Fifteen semi-structured qualitative interviews with coaches and sport psychologists from multiple countries were conducted. The data were transcribed verbatim and the primary inductive process was based on constant comparative analysis employing the principles of Grounded Theory. In addition, a subsequent deductive process involved qualitative content analysis. Finally, the inductively and deductively derived outcomes were compared and the key conclusions of the study were formed via abductive reasoning. Results: The interviewees highlighted the importance of organizational structure, personal interactions and standardized processes for the successful implementation of mental skills development programs. They considered clearly defined roles and responsibilities to be crucial to the systematic development of mental skills in athletes. The most common barriers identified were limited financial and human resources. In addition, the implementation process was described as often hampered by a lack of knowledge among decision makers about the benefits of systematically developing mental skills. Improved interdisciplinary collaboration (e.g., between teachers, coaches, parents and sports psychologists) was reported to be key to optimizing resource allocation and facilitating the development of mental skills. Conclusion: The results suggest that systematically integrating mental skills development into youth sports requires institutional support, stakeholder engagement, and interdisciplinary collaboration to ensure its application, implementation, and sustainability. Accordingly, mental skills development programs should be embedded in organizational strategies and policies. This clarifies responsibilities and allows for the development of appropriate measures. A key aspect of such integration is providing knowledge about successful, healthy mental skill development pathways and appropriate intervention measures to all stakeholders.