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“Playing netball for life”: a mindfulness acceptance-commitment (MAC) approach
Dissertation (MA (Counselling Psychology))--University of Pretoria, 2015.
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| Format: | Thesis |
| Language: | English |
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2026
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| _version_ | 1867613719885774848 |
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| access_status_str | Open Access |
| author2 | Human, Lourens H. |
| author_browse | Human, Lourens H. |
| author_facet | Human, Lourens H. |
| collection | Thesis |
| description | Dissertation (MA (Counselling Psychology))--University of Pretoria, 2015. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/110093 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:40:37.576Z |
| license_str | Not specified — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2026 |
| publishDateRange | 2026 |
| publishDateSort | 2026 |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/110093 “Playing netball for life”: a mindfulness acceptance-commitment (MAC) approach Human, Lourens H. laken@mail.com Folster, Laken Claire Mindfulness-Acceptance-Commitment (MAC) personal development adolescence Rosina Sedibane Modisa Sport School first netball team learning practice transference Dissertation (MA (Counselling Psychology))--University of Pretoria, 2015. The overall goal of this study was to explore the phenomena of mindfulness, acceptance and commitment of adolescent netball players through a sport (netball) specific Mindfulness-Acceptance-Commitment (MAC) programme. The MAC approach was applied in the current study as a personal development approach to assist adolescent netball players in overcoming the challenges of adolescence. Therefore, the focus of the current study is on participant’s transferability of the MAC principles to their lives. The research was conducted at Rosina Sedibane Modisa Sport School. The netball specific MAC programme was presented in the form of a workshop to the entire first netball team. The workshop was conducted on the 10th of March 2013 in the psychological counselling services offices at the school. The current study adopted a narrative constructivist position. The adolescent netball players were requested to diarize their learning experience regarding the MAC approach, the practice of their learning experience in sport, and the transference of their learning experience to their lives during the netball season. Subsequently, semi-structured interviews were conducted with three of the participants. The data was transcribed and thematic narrative analysis was conducted. The aim was to discover how the themes of mindfulness, acceptance and commitment unfolded during the netball season from the learning phase to the transference phase, the transference phase being the focus of the study. The three participants reported findings about learning mindfulness, learning acceptance and learning commitment that were consistent with the MAC literature. However, there were findings among the three participants which revealed experiences that were not consistent with Gardner and Moore. One participant learnt that mindfulness is a value-driven approach to achieving and the other suggested that she learnt to control her thoughts as a way to remain attentive. One of the participants viewed acceptance as the process of becoming aware of bodily sensations, internal experiences and external stimuli and identified that she becomes aware through mindful attention and not through acceptance. The other participant iii viewed acceptance as an ability to engage in mindful attention. There were no findings which revealed experiences about learning commitment that were inconsistent with the literature of Gardner and Moore. The three participants reported findings about practicing mindfulness, practicing acceptance and practicing commitment that were consistent with the MAC literature. However, there were findings among the three participants which revealed experiences that were not consistent with Gardner and Moore. With regards to practicing of acceptance, two of the participants described that they dealt with what which they became mindfully aware of through mindful attention and value-driven behaviour rather than through acceptance. Conversely, there were findings amongst the participants that depicted mindlessness, avoidance and motivation. Furthermore, there were findings amongst the participants which created an incomplete picture of Gardner and Moore’s literature. One of the participants provided an incomplete description of mindfulness, whilst all three participants provided an incomplete picture regarding the practice of commitment. The three participants reported findings about transferring mindfulness, transferring acceptance, and transferring commitment that were consistent with the MAC literature. However, there were findings among the three participants which revealed experiences that were not consistent with Gardner and Moore. With regards to transferring mindfulness, the findings depict one of the participants attempted to become mindfully attentive through a value-driven approach. The other participant suggested she was able to become mindfully attentive by engaging in an internal dialogue with herself. With regards to transferring of acceptance, the findings indicate that one of the participants dealt with that which she had become mindfully aware of through mindful attention and value-driven behaviour, whilst another participant suggested that she dealt with that which she had become aware of through value-driven and goal directed behaviour Conversely, there were findings amongst one the participants that depicted mindlessness. Furthermore, with regards to the transference of commitment, there were findings amongst the participants which created an incomplete picture of Gardner and Moore’s literature. Two of the participants were able to transfer their learning regarding value-driven behaviour, however, both of them did not overtly apply goal directed behaviour. Conversely, one iv of the participants was able to transfer her learning regarding goal-directed behaviour to the experience but did not overtly describe transferring value-driven behaviour. Psychology MA (Counselling Psychology) 2026-05-15T17:26:17Z 2026-05-15T17:26:17Z 15/06/22 2015 Dissertation http://hdl.handle.net/2263/110093 en application/pdf |
| spellingShingle | Mindfulness-Acceptance-Commitment (MAC) personal development adolescence Rosina Sedibane Modisa Sport School first netball team learning practice transference “Playing netball for life”: a mindfulness acceptance-commitment (MAC) approach |
| title | “Playing netball for life”: a mindfulness acceptance-commitment (MAC) approach |
| title_full | “Playing netball for life”: a mindfulness acceptance-commitment (MAC) approach |
| title_fullStr | “Playing netball for life”: a mindfulness acceptance-commitment (MAC) approach |
| title_full_unstemmed | “Playing netball for life”: a mindfulness acceptance-commitment (MAC) approach |
| title_short | “Playing netball for life”: a mindfulness acceptance-commitment (MAC) approach |
| title_sort | playing netball for life a mindfulness acceptance commitment mac approach |
| topic | Mindfulness-Acceptance-Commitment (MAC) personal development adolescence Rosina Sedibane Modisa Sport School first netball team learning practice transference |
| url | http://hdl.handle.net/2263/110093 |