This study investigated two brief interventions designed to increase use of psychological skills training resources among college student-athletes. The first intervention utilized psychological skills assessment feedback with normative comparisons. The second intervention included the assessment feedback plus additional information matched to the individual's stage of change for psychological skills training. Three hundred student-athletes completed the initial assessment and were randomly assigned to one of three conditions---a control condition or one of the two interventions. Participants in each condition received a packet of information by mail describing the resources available to them, with those in the intervention groups receiving the appropriate additional information. The participants' use of a variety of psychological skills training resources---including individual consultations, attendance at voluntary workshops, and requests for resources from a self-help library---were monitored during the weeks subsequent to the intervention. Neither intervention had any significant impacts upon subsequent resource use across the entire sample, or within specific subgroups including different stages of change or different histories of individual or team consulting. Follow-up analyses investigated situational and personal determinants of resource use and found that a history of participation in team interventions, participant stage of change, and the contemplation subscale of the stage of change measure reliably predicted subsequent resource use. The relevance of these results to Bull's (1994) model of psychological skills training adherence is discussed.
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