Introduction: Psychology and sports medicine specialist on the crucial role of exercise and physical fitness has always been the development of mental skills including psychological well-being and resilience have emphasized. The World Health Organization psychological well-being as "welfare of complete physical, social, psychological and absence of disease and weakness, harmonious connections with others, personal and social change and improving the environment" defines. Endurance is one of the psychological factors that affect the sport and motor activity. The main hypothesis of this study is that psychological well-being and resilience in students athletes is higher than non-athlete students.
Methodology: The methodology of this study is causal - comparative. Subjects included 120 teachers (60 athletes and 60 athletes) secondary schools in Yazd, the sampling method were selected. Non criteria for being an athlete, do not exercise until 1 or 2 days a week. Psychological well-being scale data collection using the short form and a questionnaire endurance Connor and Davidson (CD-RIS) was carried out.
Results: Results show differences in teachers' resilience scores athlete that is equal to 61.63, 96.52 is equal to the untrained teachers, at p = 0.030 ; (t=19.2) is significant. The difference between mean in terms of psychological well-being of teachers athlete (71.63) and non-athlete (28.54 ); (t=19.2 and p= 0.030) is significant.
Conclusion: The results suggest that teachers athletes in various aspects of psychological resilience and psychological well-being in general and in particular are in a better position than untrained teachers. in the same competition during exercise in how teachers learn that a positive relationship with others, express their emotions, and how the success or failure of success in order to increase confidence and self-control and the failure to increase capacity adopters and hard work and trying again and again in order to remedy its failure to make more effective use.