Sport Psychology and Social Identity
PSY FPX 6840 Assessment 4 The sport psychology field has long been focused on how to enhance the physical strength of athletes so they can perform optimally in the playing field. That only area that is so far overlooked is the count of stressors individuals can undergo even before experiencing such competitive victory. Most notably at the adolescent stage, a sense of belongingness takes on a higher importance as adolescents undergo shifts in self-concept in transitioning from the safe environment within the home to the social sphere of peers (Chamberlain et al., 2021). Their perception and functioning of themselves are to a great extent influenced by interactions with friends and society.
State of the Field
Dr. John Lesaine, a well-respected practitioner at the Department of Sport Professions at Newberry College, has extensive experience as an in-contact sport psychology consultant working directly with athletes. His professional qualifications, including a B.S. in Sport Management from Newberry College, an M.S. in Sport Psychology from Capella University, and an Ed.D. in Sport Management from the United States Sports Academy, highlight his professionalism (Chamberlain et al., 2021). In our information sharing, Dr. Lesaine discussed the intersection of social identity and sport psychology, particularly among youth and professional players. Social identity, as defined by Chamberlain et al. (2021), refers to that component of a person’s self-concept that arises from social group membership and its emotional significance.
Applications and Interventions
Dr. Lesaine advocates for the “probing” method as a primary application of sport psychology in his practice with student athletes and professionals. Through the asking of a series of pointed questions, he establishes an easygoing environment in which to discover deeper issues with athletes, distinguishing between sport-specific and off-the-field concerns (Karamitrou et al., 2017). The ultimate goal is to create a platform for positive self-talk, an important component of athletic performance enhancement (Lefebvre et al., 2022).
Additionally, Dr. Lesaine points out social identity as pivotal in athletes’ career transitions after retirement. Completion of a career at a top sports level generally triggers a massive identity loss that needs to be helped through such a potentially isolated time (Edwards, 2021). Utilizing technology, such as apps and social media, opens innovative avenues through which athletes can look for and validate their identities, albeit raising ethical issues with confidentiality (Association for Applied Sport Psychology, 2021).
Developmental Plans and Goals
PSY FPX 6840 Assessment 4 As a black male, I realize the psychological weight of racial injustices and would like to apply my experiences to enhance empathy and advocacy for race-free, gender-free, and sexual orientation-free athletes. Recognizing the ill effects of rigid masculine ideals on men’s psychological health, I aim to develop an environment where athletes feel free to be themselves (O’Neil, 2008).
To chart a productive sport psychology career trajectory, I intend to seek continuous learning and self-assessment in accordance with APA Division 47 guidelines for competency-based development (Fletcher & Maher, 2013). Dr. Lesaine’s advice to close the gap between theory and practice strongly resonates with me, emphasizing the importance of holistic approaches to addressing the needs of athletes.
Conclusion
The synthesis of sport psychology and social identity crises necessitates co-work in bridging gaps and extending all-encompassing support to athletes. By equipping myself with the requisite tools and knowledge, I aim to enable sportspersons to confront their identities boldly, ushering in an atmosphere of acceptance and authenticity in sports.
References
Association for Applied Sport Psychology. (2021). ETHICS CODE: AASP Ethical Principles and Standards. Retrieved from https://appliedsportpsych.org/about-the-association-for-applied-sportpsychology/ethics/ethics-code/
Chamberlain, J. J., Hall, C. R., & Benson, A. J. (2021). How team socialization processes relate to youth ice hockey players’ social identity strength and cohesion. Sport, Exercise, and Performance Psychology, 10(4), 475–488. https://doi.org/10.1037/spy0000262.supp
PSY FPX 6840 Assessment 4 An Informational Interview with Dr. John Lesaine
Cheema, S. E., & Velez, J. A. (2021). Internalizing external goals: The relationship between causality orientations and digital badges. Journal of Media Psychology: Theories, Methods, and Applications, 33(2), 94–101. https://doi.org/10.1027/1864-1105/a000285
Edwards, A. (2021). A parallel journey: The varied roles of coaching in an elite athlete’s transition to a second career. International Journal of Evidence Based Coaching and Mentoring, Spec Iss 15, 154–170.
Fletcher, D., & Maher, J. (2013). Toward a competency-based understanding of the training and development of applied sport psychologists. Sport, Exercise, and Performance Psychology, 2(4), 265–280. https://doi.org/10.1037/a0031976
Karamitrou, A., Comoutos, N., Hatzigeorgiadis, A., & Theodorakis, Y. (2017). A self-determination approach to understanding of athletes’ automatic self-talk. Sport, Exercise, and Performance Psychology, 6(4), 340–354. https://doi.org/10.1037/spy0000104
Kennedy, K. W., Steinfeldt, J. A., Eppich, A., Halterman, A. W., Kinne, A., & Zakrajsek, R. A. (2021). Football players’ beliefs about masculinity, affection between men, and gay teammates. Psychology of Men & Masculinities, 22(1), 16–25.https://doi.org/10.1037/men0000261
PSY FPX 6840 Assessment 4 An Informational Interview with Dr. John Lesaine
Lefebvre, J. P., Sadler, P., Hall, A., & Woody, E. (2022). The interpersonal nature of self-talk: Variations across individuals and occasions. Journal of Personality and Social Psychology. https://doi.org/10.1037/pspp0000405.supp
O’Neil, J. M. (2008). Summarizing 25 years of research on men’s gender role conflict using the Gender Role Conflict Scale: New research paradigms and clinical implications. The Counseling Psychologist, 36, 358–445. https://doi.org/10.1177/0011000008317057
