Attributional analysis of psychological safety and burnout among university sports team members during the formative stage of the team

Purpose: This study examined the characteristics of psychological safety and burnout among Japanese university athletes during the team formative stage. While previous research has established that psychological safety and burnout vary according to athlete status, the influence of specific attributional factors on team development remains unclear. Approach: Three hundred twenty-one university athletes completed team psychological safety and athlete burnout scales. Data were analyzed using a multiple-way analysis of variance to investigate differences in psychological safety and burnout based on academic year (first, second, and third), team role (player and staff), and team position (leader and non-leader). Results: During the team's formative years, no significant differences were found among the attributes of psychological safety, while significant differences were found by Team Position in Decreased Sense of Personal Accomplishment and Lack of Communication with Teammates. Furthermore, the interaction between Academic Year and Team Role significantly affected Confusion regarding Commitment to Competition factors. Conclusions: In the formative phase of a team, all members attempt to adapt to a new situation, resulting in similar perceptions of psychological safety with slight variation. However, significant differences in Team Position in the Decreased Sense of Personal Accomplishment and Lack of Communication with Teammates were confirmed, suggesting that burnout may be preceded by these two factors and be a progressive process. Additionally, the finding that the interaction between Academic Year and Team Role affects Confusion about Commitment to Competition can help coaches better organize their focus to reduce burnout during a team's formative years.