Sports as a Protective Factor and Intervention for Adverse Childhood Experiences (ACEs)
Faculty Mentor
Nicolette Rickert
Location
Russell Union Ballroom
Type of Research
On-going
Session Format
Poster Presentation
College
College of Behavioral & Social Sciences
Department
Psychology
Abstract
Adverse Childhood Experiences (ACEs) are strongly associated with disruptions in developmental, psychological, and health outcomes across the lifespan. These effects are reflected in patterns of emotional distress, disruptions in physical well-being, and challenges in academic engagement that may persist into adulthood (Felitti et al., 1998). Although evidence-based interventions, particularly Cognitive Behavioral Therapy (CBT), have shown effectiveness in reducing trauma-related distress, the literature consistently highlights barriers that limit accessibility. Financial constraints, limited provider availability, stigma, and challenges sustaining engagement are all factors that contribute to a gap between intervention efficacy and real-world feasibility (Lorenc et al., 2020; Ringle et al., 2015).
Within this context, researchers have emphasized the importance of identifying complementary environments that support resilience through accessible and developmentally meaningful experiences. Organized sports represent one such setting. This literature review synthesizes research on ACEs and sports participation, highlighting the theoretical and empirical foundations for considering organized sports as a meaningful and underexamined context for supporting positive developmental outcomes. Existing literature links sports participation to improvements in physical health, emotional functioning, and broader indicators of psychosocial development. Sports environments provide structured and consistent experiences that encourage skill development while also fostering supportive relationships with peers and adult mentors (Pasquerella et al., 2023). These characteristics align closely with resilience theory and the Positive Youth Development framework, both of which identify competence, confidence, and connection as central processes supporting adaptive functioning (Fraser-Thomas et al., 2005; Holt et al., 2017).
Sports participation offers repeated opportunities to navigate challenges, respond to feedback, experience mastery through skill development, and engage in stable relational contexts (Hermens et al., 2017; Piggott et al., 2019). Emerging research further suggests that sport-based programs may support emotional and behavioral functioning among adversity-exposed youth. Future directions and implications will be discussed.
Program Description
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Start Date
4-23-2026 2:00 PM
End Date
4-23-2026 4:00 PM
Recommended Citation
Mulvihill, Alexis O., "Sports as a Protective Factor and Intervention for Adverse Childhood Experiences (ACEs)" (2026). GS4 Student Scholars Symposium. 144.
https://digitalcommons.georgiasouthern.edu/research_symposium/2026/2026/144
Sports as a Protective Factor and Intervention for Adverse Childhood Experiences (ACEs)
Russell Union Ballroom
Adverse Childhood Experiences (ACEs) are strongly associated with disruptions in developmental, psychological, and health outcomes across the lifespan. These effects are reflected in patterns of emotional distress, disruptions in physical well-being, and challenges in academic engagement that may persist into adulthood (Felitti et al., 1998). Although evidence-based interventions, particularly Cognitive Behavioral Therapy (CBT), have shown effectiveness in reducing trauma-related distress, the literature consistently highlights barriers that limit accessibility. Financial constraints, limited provider availability, stigma, and challenges sustaining engagement are all factors that contribute to a gap between intervention efficacy and real-world feasibility (Lorenc et al., 2020; Ringle et al., 2015).
Within this context, researchers have emphasized the importance of identifying complementary environments that support resilience through accessible and developmentally meaningful experiences. Organized sports represent one such setting. This literature review synthesizes research on ACEs and sports participation, highlighting the theoretical and empirical foundations for considering organized sports as a meaningful and underexamined context for supporting positive developmental outcomes. Existing literature links sports participation to improvements in physical health, emotional functioning, and broader indicators of psychosocial development. Sports environments provide structured and consistent experiences that encourage skill development while also fostering supportive relationships with peers and adult mentors (Pasquerella et al., 2023). These characteristics align closely with resilience theory and the Positive Youth Development framework, both of which identify competence, confidence, and connection as central processes supporting adaptive functioning (Fraser-Thomas et al., 2005; Holt et al., 2017).
Sports participation offers repeated opportunities to navigate challenges, respond to feedback, experience mastery through skill development, and engage in stable relational contexts (Hermens et al., 2017; Piggott et al., 2019). Emerging research further suggests that sport-based programs may support emotional and behavioral functioning among adversity-exposed youth. Future directions and implications will be discussed.
