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Athletic identity in marathon runners: Functional focus or dysfunctional commitment?
... This concept encompasses cognitive structure (schema) as well as social role, emphasizing the dual nature of this phenomenon. Athletic identity holds considerable significance in various aspects such as health and fitness program outcomes, overall self-esteem, social interactions, and commitment to sports and physical activities (Horton & Mack, 2000). Notably, positive perceptions can be generated regardless of the individual's gender, age, activity level, or preparedness (Hutzter & Bar-Eli, 1993;Manns & Chad, 1999). ...
... These athletes experience a profound sense of community within their sporting environment (Graupensperger et al., 2020). In a separate study by Hagiwara and colleagues (2021), a positive correlation was established between social support and athletic identity, highlighting the importance of a strong social network for studentathletes' well-being (Williams, 2007;Horton & Mack, 2000). ...
... The interconnections among gender differentials, sports modalities, athletic identity, social support, and psychological well-being constitute a complex and nuanced matrix with profound implications for athletes. Athletic identity, deeply rooted in social role theory, plays a pivotal role in shaping individuals' self-conceptualizations as athletes, exerting influence across multifaceted dimensions of life, encompassing health outcomes and self-esteem (Horton & Mack, 2000). Psychosocial determinants, such as social interactions and group affiliations, significantly contribute to the formulation of one's sports identity, with the exclusivity of athletic identity demonstrating a discernible impact on mental health outcomes, particularly amid pivotal life transitions such as retirement (Edison et al., 2021;Ryff, 2014). ...
Several studies have linked this pandemic to an increase in psychological problems among student-athletes and a loss of athletic identity due to the sudden cessation of sports and events. However, now that we are gradually returning to old normalcy and sporting events, primarily those initiated by the University Athletic Association of the Philippines, are no longer restricted, the researcher seeks to know if student-athletes’ athletic identity and psychological well-being are still a concern. Furthermore, this study attempted to examine whether athletic identity differs by gender and sport type, as well as whether athletic identity significantly predicts psychological well-being and whether social support moderates their relationship. A total of 154 student-athletes from a university were studied. Results showed that university athletes have high athletic identity, moderate social support, and psychological well-being levels. Furthermore, it was discovered that while athletic identity and social support are positively connected, psychological well-being is not substantially correlated with social support or athletic identity. Moderation and regression analysis also demonstrated that, while athletic identity does not directly predict psychological well-being, social support can moderate their relationship only for university student-athletes with high athletic identity. The findings emphasize the need for deeper research into the multifaceted nature of these relationships and their implications for student-athlete well-being, and additional research is strongly recommended.
... However, with regard to the Athletic Identity, at least an explanation of this partial aspect of identity seems relevant. Athletic identity describes the extent to which an individual sees her−/ himself in the role of an athlete, wishes to fulfill this role, and seeks external confirmation for this by others [16,19]. The construct of the athletic identity shares parallels with perfectionism. ...
... The construct of the athletic identity shares parallels with perfectionism. A strong athletic identity is on average associated with better performances and a greater athletic commitment [19]. However, it also carries various risks such as overtraining, exercise addiction, and the use of performanceenhancing drugs. ...
... However, it also carries various risks such as overtraining, exercise addiction, and the use of performanceenhancing drugs. Furthermore, it increases the risk for depression and other mental illnesses-especially when the basis for the athletic identification is threatened, for example, by injury [19]. Therefore, it is essential to promote other sources of identification for athletes to avoid that they only refer to their athletic identity in a dependent and risk-bearing manner. ...
Several personality traits—characteristic patterns of thinking, feeling, and behaving—are relevant in the athletic context. Most of them are related to dealing with stressors, motivation, and goal-thriving and can functionally or dysfunctionally affect the athletes. Characteristic for athletes seem, e.g., low Neuroticism and high Extraversion, Conscientiousness, Agreeableness, and Openness. Furthermore, pronounced Mental Toughness, Perfectionism, the Dark Triad, the Type-D-Personality, Sensation Seeking, Athletic Identity, and Aggression, appeared. First evidence indicates a clustered occurrence of personality disorders in athletes, especially obsessive-compulsive and narcissistic personality disorders. Individually adaptive traits should be fostered and maladaptive traits be changed favorably with appropriate interprofessional approaches.
... Several studies report that athletes who had a less successful competitive season scored low in athletic identity when compared to those that had a successful competitive season (Brewers et al., 1999;Grove et al., 2004). Horton and Mack (2000) observed that there is a significant correlation between athletic identity and performance among long distance runners. Proios (2012) investigated perceived athlete role among gymnasts and reported that the participants exhibited high perception of their athlete role but significantly decreased with higher level of sport division. ...
... Section A collected the athletes' bio data such as age, gender and year of study. Section B consisted of the Athletic Identity Measurement Scale (AIMS) (Brewer et al., 1993;Horton & Mack, 2000;Wieldman & William, 1997). The scale consists of 10 items focusing on the different levels of athletic identity as follows: Social identity (2 items), self-identity (3 items) negative affectivity (2 items) and exclusivity (3 items). ...
... A higher total score on the scale is interpreted as a more salient Athletic identity. Athletic Identity Measurement Scale is a valid, reliable and consistent measure of athletic identity and its multidimensional factorial structure has been reported in several studies (Anderson, 2004;Brewer et al., 1993;Horton & Mack, 2000;Wiechman & William, 1997). Brewer et al., (1993) reported that the internal consistency of AIMS ranged from α =.81 to α=.93 and this was considered adequate for the study. ...
Athletic identity is a precursor to numerous sport inclinations like participation, talent development and competition. This becomes more salient in educational institutions where student-athletes are required to play a dual role. The purpose of this study was to explore the athletic identity of university athletes in selected sports. It was postulated that athletic identity formation of the university athletes will vary based on selected variables of gender, age and year of study. Data was collected from athletes who were taking part in university sports championships using Athletic Identity Measurement Scale (AIMS). The sample comprised 183 (67.78%) males and 89 (32.22%) females. Most of the university athletes were in the 1st and 3rd years of study, and 60% of the players had two years of playing experience. The results revealed that the university athletes had high perceptions of self- identity, social identity and exclusivity and low perceptions on negative affectivity. It is concluded that athletic identity is mediated by situational factors such as age and gender. Consequently, sports psychologists and coaches need to assist athletes improve and sustain their athletic identities. Sport psychologists could train the athletes on how to enhance athletic identity and maximize their sports performance. Future research could address, athletic identity and sports performance as well as athletic identity and athletes in specific playing positions.
... Regarding athletic identity, studies have shown that this identity was not significantly related to academic persistence (i.e., positive academic indicator, Yukhymenko-Lescroart, 2022). Regarding the relationship between athletic identity and positive indicators of sports well-being, one study found a negative relationship between athletic identity and sports well-being (Ballesteros et al., 2022), whereas conversely, several studies have found that athletic identity is positively related to long-term practice commitment (Bell et al., 2018;Horton & Mack, 2000;Poux & Fry, 2015). Regarding the link between athletic identity and negative sports related well-being indicators, the athlete burnout variable was mainly used in past studies as it is considered as a social problem resulting of the social organization that constrain identity development (i.e., thus leading to exclusive athletic identity development) and adolescent athletes from having meaningful control over their lives (Coakley, 1992). ...
... In light of these challenges, the main purpose of the present study was to develop a French version of the Athletic and Academic Identity Scale (AAIS-FR) and test its construct validity (i.e., factorial structure), reliability (i.e., internal consistency) and concurrent validity with athlete burnout and engagement). In line with these objectives, it was hypothesized that (a) the factorial structure of the AAIS (i.e., 11 items and 2 factors) will be similar among French-speaking student-athletes, (b) the academic and athletic identity subscales will be positively related, (c) the internal consistency of the two subscales measured by the alpha coefficient will be satisfactory, (d) the athletic identity will be negatively associated with athlete burnout (Black & Smith, 2007;Chang et al., 2018, Lee et al., 2017 and positively associated with athlete engagement (Bell et al., 2018;Horton & Mack, 2000;Poux & Fry, 2015), and (e) there will be no link between academic identity and sports related well-being indicators (i.e., burnout and engagement). ...
... That is, when student-athletes have a strong athletic identity, they also reported low burnout and high engagement. These results are consistent with previous studies that have shown that high commitment to practice was positively related to athletic identity (Bell et al., 2018;Horton & Mack, 2000, Poux & Fry, 2015, and that athletic burnout was negatively related to it (Black & Smith, 2007;Chang et al., 2018, Lee et al., 2017. However, these results need to be confirmed in future studies. ...
Student-athletes must manage the demands provided by school and sports environments. The result is a stronger identification as a student and/or athlete in their overall definition of themselves. Specific identities can change with time, demands and contexts. The purpose of this study was to translate the Academic and Athletic Identity Scale, developed by Yukhymenko-Lescroart (2014, Student and Athletes? Development of the Academic and Athletic Identity Scale (AAIS). Sport, Exercise, and Performance Psychology), into French (AAIS-FR) and examine its factorial structure, reliability and concurrent validity. Construct and concurrent validity were examined among 363 French university student-athletes (50.41% women). Confirmatory factor analyses confirmed the 2-factor structure (i.e., χ² (32, N = 363) = 100.881, CFI = .971, TLI = .959, RMSEA = .077, SRMR = .038), with one item removed because of its low factor loading. Moreover, the results revealed a positive association between athletic identity and engagement, a negative association between athletic identity and burnout, and no association between academic identity and sport well-being. However, future research is needed to provide further evidence of the AAIS-FR validity.
... Sporcu kimliği, bilişsel bir süreç içinde sosyal bir rol olarak ifade edilebilir. Bu bilişsel yapı sporcu kimliğinin gücüne de etki etmektedir (Horton ve Mack, 2000). Sporcu kimliğinin, herhangi bir problem ile başa çıkma stratejilerini, karar verme becerilerini ve uygulama esnasında davranış kalıplarını etkilediği bilinmektedir (Horton ve Mack, 2000;Öztürk ve Koca, 2013). ...
... Bu bilişsel yapı sporcu kimliğinin gücüne de etki etmektedir (Horton ve Mack, 2000). Sporcu kimliğinin, herhangi bir problem ile başa çıkma stratejilerini, karar verme becerilerini ve uygulama esnasında davranış kalıplarını etkilediği bilinmektedir (Horton ve Mack, 2000;Öztürk ve Koca, 2013). Bu noktadan hareketle bu özelliğin sporcunun karar alma mekanizmasında etki sahibi olduğu öngörülen psikolojik performans stratejileri ile ilişki olduğu düşünülmektedir. ...
... gibi psikolojik becerilerin başarılı ve başarısız sporcuları karakterize ettiği kanıtlanmıştır(Katsikas vd., 2009). Nitekim araştırmacılar sporcu kimliğinin de bireye hem psikolojik hem de fiziksel faydalar sağlayabileceğinin yanı sıra kendine güven ve düşük kaygı seviyelerine yardımcı olabileceğini(Horton ve Mack, 2000) ve duygu durumunu düzenlemeye katkıda bulanacağını(Chang vd., 2018) ifade etmektedir.Sporcu kimliğini bir bireyin sporcu rolüyle özdeşleşme derecesi(Brewer vd., 1993), sosyal ve davranışsal sonuçları nedeniyle incelenmesi gereken ilgili bir psikolojik yapı(Martin vd., 1997) olduğunu belirten araştırmacılar bu yapının çok boyutlu benlik kavramının bir yönü olarak anlaşılması gerektiğini ifade etmektedir. NitekimHorton ve Mack (2000),Pearson ve Petitpas (1990) sporcu kimliğinin, bir bilişsel yapılanma ve sosyal rol olarak düşünülebileceğini ve bu bilişsel yapı içerisinde, başarı duygusunu hissetmelerini, kabul görmelerini, kendilerini bir olgunun parçalarından biri gibi hissetmelerinin yanı sıra sporcunun başa çıkma stratejilerini, davranışlarını ve karar verme süreçlerini etkilediğini belirtmektedir. ...
Research on the relationship between athlete identity and psychological performance strategies, which have common features in the theoretical framework, is limited. With an attempt to contribute new knowledge in this direction, the aim of the research is to determine the determining role of athlete identity on psychological performance strategies. For this purpose, 302 male athletes ( age=22.18±4.60) who continue their professional sports life from different team sports branches (Football, Basketball, Volleyball, Handball) voluntarily participated in the research. Personal Information Form, Athlete Identity Scale and Psychological Performance Strategies Scale created by the researchers were used as data collection tools in the study. In the analysis of the data obtained from 302 participants, firstly, the skewness and kurtosis values for the normality test, the distributions of the Q-Q graph were examined and it was determined that the data were suitable for the normal distribution. After this stage, whether there is a multicollinearity problem between the variables was examined by Pearson Product Moments Correlation analysis. Within the scope of the research, after testing the scales with first and second level Confirmatory Factor Analysis, the predictive role of athlete identity on performance strategies was examined using SEM analysis. When the findings were examined, it was determined that the identity of the athlete significantly predicted the strategies of goal setting, relaxation, negative thinking, imagery, acting, talking to oneself and emotional control, but it did not have any effect on the automaticity sub-dimension. As a result; It can be said that a high level of athlete identity has an effect on psychological performance strategies and based on these findings, more effective psychological skills training programs can be developed by researchers.
... In-person Yes Hagiwara and Isogai [64] 2014 Yes Unable to determine No Nagata [65] 2014 Yes Not in-person Yes Harris and Watson [66] 2014 Yes In-person No Price et al. [67] 2014 Yes Not in-person Yes Voelker et al. [68] 2014 Yes In-person Yes Madrigal and Gill [69] 2014 Yes In-person Yes Mitchell et al. [70] 2014 Yes In-person No Bimper [71] 2014 Yes In-person Yes Poczwardowski et al. [72] 2014 Yes In-person Yes Petrie et al. [73] 2014 Yes In-person Yes Martin et al. [74] 2014 Yes Not in-person Yes Weinberg et al. 2013 [75] 2013 Yes Not in-person Yes Proios [76] 2013 Yes In-person Yes Tyrance et al. [77] 2013 Yes Not in-person Yes Martin and Horn [78] 2013 Yes In-person Yes McKay et al. [79] 2013 Yes In-person No Tasiemski et al. [80] 2013 Yes In-person Yes Verkooijen et al. [81] 2012 Yes Not in-person No Wiśniowska et al. [82] 2012 Yes Unable to determine Yes Tasiemski et al. [83] 2012 Yes Unable to determine Yes Steinfeldt and Steinfeldt [84] 2012 Yes Not in-person Yes Harrison et al. [85] 2011 Yes Unable to determine Yes Kissinger et al. [86] 2011 Yes Not in-person Yes Samuel and Tenenbaum [87] 2011 Yes In-person Yes Sturm et al. [88] 2011 Yes Not in-person Yes Steinfeldt et al. [89] 2011 Yes In-person Yes Gapin and Petruzello [90] 2011 Yes In-person Yes Visek et al. [91] 2010 Yes In-person Yes Chen et al. [92] 2010 Yes In-person No Lau et al. [93] 2010 Yes Not in-person Yes Mateos et al. [94] 2010 Yes In-person Yes Packar [95] 2010 Yes Not in-person Yes Caudroit et al. [96] 2010 Yes In-person Yes Steinfeldt and Steinfeldt [97] 2010 Yes In-person Yes Steinfeldt et al. [98] 2010 Yes In-person Yes Maxwell and Visek [99] 2009 Yes Not in-person Yes Groff et al. [100] 2009 Yes Not in-person Yes Kokaridas et al. [101] 2009 Yes In-person Yes Steinfeldt et al. [102] 2009 Yes Not in-person Yes Mateos et al. [103] 2008 Yes In-person Yes Mignano et al. [104] 2006 Yes In-person Yes Phoenix et al. [105] 2005 Yes In-person Yes Albion and Fogarty [106] 2005 Yes Not in-person Yes Lau et al. [107] 2004 Yes In-person Yes Tasiemskie et al. [108] 2004 Yes Not in-person No Grove et al. [109] 2004 Yes Both Yes Schmid and Seiler [110] 2003 Yes Unable to determine Yes Kornspan and Etzel [111] 2001 Yes Not in-person Yes Horton and Mack [112] 2000 Yes Not in-person Yes Martin [113] 1999 Yes Not in-person Yes Lantz and Shroeder [114] 1999 Yes In-person Yes Hale et al. [115] 1999 Yes Not in-person No Smith et al. [116] 1998 Yes Not in-person Yes Wiechman and Williams [117] 1997 Yes Not in-person Yes Murphy et al. [118] 1996 Yes In-person Yes Martin et al. [6] 1995 Yes Not in-person Yes Cornelius [119] 1995 Yes Not in-person Yes Brewer et al. study 1 [4] 1993 Yes In-person Yes Brewer et al. study 3 [4] 1993 Yes In-person Yes 1 Was the sampling convenient? 2 Were data collected in-person or online or a combination? 3 Were AIMS questionnaire reliability statistics reported at the study level? ...
... Hedge's g for the elite, advanced, and intermediate athlete means were all very large (g values ranged from 1.55 to 1.93) compared with the recreational and youth athletes. Intrinsic motivation, commitment [24,33,45,60,107,112]. Mastery, task orientation [4,45,52,107]. ...
... Introjected, identified regulation [60,107]. Positive affect, emotions, feelings [6,32,33,46,60,94,103,106,110,112]. ...
Sport psychology embraced the study of athletic identity in the 1990s. The Athletic Identity Measurement Scale (AIMS) is at the forefront of athletic identity measurement. This quantitative review examined two hypotheses: individual who are most engaged in sports identify most as athletes and thus score higher on the AIMS, and athletic identity relates to positive (e.g., intrinsic motivation) and negative (negative emotions) factors. In addition to our two hypotheses, we explored whether the AIMS subscales influenced our two hypotheses. After completing a systematic search of SPORTDiscus, APA PsycINFO, ERIC, and Psychology and Behavioral Sciences Collection APA within the EBSCOhost platform along with some hand searching, 101 articles published between 1993 and our end date of August 2021 met the inclusion criteria. The included studies investigated 20,498 athletes competing in a variety of sports from the following continents: Australia, Asia, Eu-rope, and North America. We based all analyses on random-and mixed-effects statistics. Higher-achieving athletes, as expected, self-reported a higher degree of athletic identity. The differences between athlete groups were significant (p < 0.001) and meaningful (g values ranged from 1.55 to 1.93). The AIMS total score correlations with positive and negative factors (correlates) were small in magnitude (r = 0.22 and 0.17). However, the relationships differed across correlate subcategories (e.g., intrinsic motivation/commitment, r = 0.51, and body issues, r = 0.14). Minimal AIMS subscale reporting occurred across the 101 studies; thus, we could not assess their importance with certainty. In conclusion, a higher degree of athletic identity related to valued sport correlates such as intrinsic motivation/commitment and the mastery goal orientation. These correlations were small in relation to negative or less desirable factors in sport such as body disorder issues and negative emotions. We recommend future research of greater complexity and the reporting of athletes' competitive backgrounds to understand athletic identity. In addition, researchers should report AIMS subscale data.
... Furthermore, some researchers have studied how different demographic characteristics influence athletic identity (Ioannis et al., 2018), such as type of sport (Yao et al., 2020), age (Horton & Mack, 2000), selection process (Brown & Potrac, 2009), and retirement status (Yao et al., 2020). Brewer et al. (1993) described a strong AthID as either Hercules' muscles or Achilles' heel in the lives of athletes. ...
... Despite the risks, the study of Horton and Mack (2000) found no strong evidence that high AthID leads to neglecting other life areas and otherwise supported enjoyment, enhanced body image, decreased anxiety, and expanded social networks. Heird and Steinfeldt (2013) clarified that not the development of athletic identity poses the problem but the overidentification of the athlete role, which can cause negative consequences. ...
Athletic Identity (AthID) is an aspect of the self-concept that refers to how one identifies with the role of an athlete and seeks acknowledgment of that role. This identity is not salient in all individuals, but AthID is activated for those who regard their athletic role as significant. Our objective was to develop a theoretical model to elucidate how Filipino para-athletes can cultivate their distinct athletic identity after acquiring a disability. The present study explored the athletic identities of 12 Filipino para-athletes, aged 24 to 63, who developed physical impairment and continued participating and competing in their chosen sports. Using the grounded theory method, we conducted in-depth interviews with our participants. Our findings showed that the transformation of athletes into para-athletes is a continuous journey shaped by internal reflections, external interactions, and personal development. This process ultimately leads to creating a distinct identity for para-athletes. It involves dealing with the challenges brought about by a disability, overcoming emotional and psychological obstacles, and ultimately embracing a para-athlete identity marked by inspiration, strength, and self-empowerment. Our athletic identity model of Filipino para-athletes suggests that transitioning from being an athlete to becoming a para-athlete is complex and diverse. This theory offers valuable knowledge about how people adjust and transform their sense of self after experiencing life-changing events.
... 9 Studies have demonstrated that higher athletic identity has positive effects on athletic performance 11 and that athletic identity is positively correlated with motivation, goal setting, and commitment to training in sports. 12 However, higher levels of athletic identity have also been linked to increased gender role conflict and decreased tendencies to seek out help. 13 In addition, for those with high athletic identities whose self-worth is derived primarily from sport participation, the negative effect of loss of sport involvement after an injury may result in notable emotional disturbances. 14 While the concept of athletic identity is important, there is a scarcity of studies on this topic in exclusively pediatric and adolescent populations in the United States. ...
... 15 Strong athletic identity has been associated with many positive sport performance metrics including commitment to training, goals, and persistence. 12 High athletic identity in National Collegiate Athletic Association athletes has been linked to greater career exploration and engagement. 24 In adolescent patients with ACL injury, strong athletic identity and desire to return to sport are important factors driving adherence to postoperative rehabilitation. ...
Introduction
Few studies have assessed athletic identity levels in young patients. This study examined athletic identity in adolescents and explored associations between athletic identity, patterns of sport participation, and coping skills.
Methods
Patients aged 12 to 18 years who received sports medicine care completed a one-time, voluntary, anonymous survey. Surveys included demographics, sport participation information, Athletic Identity Measurement Scale (AIMS), and Athletic Coping Skills Inventory (ACSI). Statistical analysis included Fisher exact test, Student t test, Wilcoxon rank sum test, Kruskal-Wallis test, and Pearson correlation.
Results
Three hundred thirty-four patients (mean ± SD age 15.0 ± 1.8 years, 64.7% girls) completed questionnaires. The mean AIMS and ACSI scores were 45.2 ± 11.5 and 50.2 ± 10.9, respectively. No notable differences were observed in AIMS scores between age groups or sexes. An increase in mean AIMS scores (higher athletic identity) was seen with greater weekly hours of sport participation ( P < 0.001) and months per year of primary sport participation ( P < 0.001). Multisport per season athletes had higher AIMS scores than single-sport athletes (48.2 ± 10.1 vs. 43.0 ± 11.9, P < 0.001). Team sport athletes reported higher athletic identities than individual sport athletes (47.0 ± 10.7, 41.4 ± 11.4, P < 0.001). Athletic Identity Measurement Scale scores positively correlated with ACSI scores (r = 0.31, P < 0.0001). Athletes with the highest athletic identity had markedly higher scores on ACSI subscales of Coachability, Concentration, Confidence and Achievement Motivation, Goal Setting and Mental Preparation, and Peaking Under Pressure than athletes with the least athletic identity. However, those with the highest athletic identities reported significantly lower scores on the ACSI Freedom From Worry subscale ( P < 0.001).
Discussion
Athletic identity did not differ among adolescents by age or sex. Athletic identity was higher in team sport athletes and those with increased sport participation volumes. While high athletic identity was associated with higher scores on favorable coping skill dimensions, these athletes may also worry more, potentially placing them at greater psychological risk after injury.
... The more an athlete takes on the athletic identity, the stronger he depicts the commitment towards the sports, its goals, and the training associated with it. All this enhances the focus of the athlete in the game (Horton & Mack, 2000). Not only does the athletic identity benefits the sports person in achieving the sports-related goals but brings along strong positive psychological outcomes in his/her life. ...
... From Erickson's point of view, it can be stated that the key issue faced by students in late adolescence is identity formation (Miller & Kerr, 2003) and in the formation of these identities, social roles, social relations, and interactions play a significant role (Williams, 2007). High athletic identity is not only beneficial for the sports-related performance of the athletes this help in building their social identity and they start increasing their social network within and outside of their sport (Horton & Mack, 2000as cited in Mitchell, et.al, 2014. Their social identities under their athletic self-identities help them improve their behaviors and make them more apt in social settings; it helps them improve their ways of expressing their attitudes and beliefs in other social arenas (Messner, & Musto, 2014). ...
The present correlational study aimed to explore the psychosocial predictors (athletic identity, social identity, cognitive identity, and affective identity) of life satisfaction in Pakistani athletes. The sample (N = 225) with the age range of M= 24.32, SD=5.5, comprised of currently active university athletes recruited through purposive sampling. The assessment measures included; the Athletic Identity Measurement Scale-plus (AIMS-plus) Cieslak (2004) and the Life Satisfaction sub-scale of Athlete Life Quality Scale (ALQS) (Gentner, 2004). Multiple hierarchical regression revealed that athletic identity explained 66.1% of the variance in the levels of life satisfaction in athletes reflecting that athletic identity is a significant positive predictor of life satisfaction in athletes. The sub-domain of social identity explained a maximum 51% variance while cognitive identity accounted for 14.5% variance in the levels of life satisfaction in athletes. This indicates the importance of the social and cognitive identities of the team that have a significant impact on their levels of life satisfaction. Interestingly, the levels of life satisfaction didn't differ in men and women, neither it differed across the nature of sports. The study elucidates the importance of social identity in the life satisfaction of young athletes. The findings will facilitate sports psychologists to customize wellness frameworks that may improve psychosocial aspects of quality of life in Pakistani athletes.
... In studies comparing the athlete identity characteristics of those with a strong athlete identity to those with a weak athlete identity, those with a strong athlete identity were found to engage in more physical activity, be more sociable, and have a better health status [4]. When considering the studies on athletes including variables such as retirement [5][6][7], sports participation level with the intention of permanence in sports [8,9], sportive performance [10,11] anxiety and mental resilience [12], it can be said that the concept of athlete identity is a crucial psychological aspect to understand athletes better. ...
... Through reviewing the literature, the concept of athlete identity has been examined by the researchers on the following topics: Sports type and achievement [9], athlete personalities of individual and team athletes [39][40][41], comparison of personality traits of athletes and non-athletes [42,43], the effect of athletes' personalities on the relationship between coaches and athletes [44], athlete personalities and mental processes, athletic performance and athlete personality relationship [45], athlete personality and psychology [46]. On the other hand, it is also seen that there are studies examining the passion [47], vitality and performance in sports. ...
Background
In addition to the fact that the concept of passion in sports plays a significant role in the formation of the identity concept of athletes, the dedication of athletes to the sports branches they are interested in also has a significant impact on their passion for the sport they are interested in as well as their identity as an athlete. In this direction, the research aims to investigate the role of dedication as a mediator and moderator in the relationship between athlete identity and passion in sport.
Methods
The research was designed using the quantitative research technique of relational surveying. As data collection instruments for the research, the athlete identity scale, the passion in sport scale, and the sports commitment scale were utilized. 237 amateur and professional athletes, of which 142 were male and 95 were female (Mage = 22.7), participated voluntarily in the study by random sampling. The data were analyzed with the PROCESS and Jamovi programs in order to examine the direct and indirect effects.
Results
Significant effects of sports passion on commitment and athlete identity were found. Since both dedication and athlete identity had a significant effect on passion for sports, it was determined that passion for sports continues to influence athlete identity through the medium of dedication. The moderator significance of medium, high, and low values of devotion was determined.
Ethics approval number
226394, date of registration: 03/11/2022.
Conclusion
On the basis of the results of the statistical analyses, it was determined that the concept of dedication has a mediating and moderating effect on the relationship between sports passion and athlete identity.
... Later research has confirmed athletic identity as an important motivational resource for athletes to prioritize sports and invest efforts in training (Stambulova et al., 2015). High levels of athletic identity are also associated with higher commitment to sports participation, better athletic achievement (Horton and Mack, 2000), and higher competitiveness (Daniels et al., 2005). ...
... Overall, these results indicate that athletic identity is associated with playing at a higher level and investing more time and effort in training. Moreover, the results are in line with findings from other sports suggesting that high levels of athletic identity may be related to higher achievement and investing more effort into one's sport (Horton and Mack, 2000;Stambulova et al., 2015). Although we cannot infer causality from these associations, it is possible that adolescent players at a higher competitive level may act and behave more professionally off-court, including preparation, fitness, and recovery, which may in part explain the trend toward reduced risk of shoulder overuse injury. ...
Objectives:
Our primary aim was to determine if athletic identity is prospectively associated with shoulder overuse injuries. Secondly, we aimed to determine if athletic identity is prospectively associated with playing through pain and to describe how athletic identity relates to sex, age, playing level, weekly training load, and match volume.
Methods:
A cohort of 269 adolescent tennis players were followed over a period of 52 weeks. Cox regression was used to estimate the hazard rate ratio (HRR) of first-time shoulder overuse injury associated with every 10-unit increase on the Athletic Identity Measurement Scale (AIMS).
Results:
The adjusted HRR of shoulder overuse injury was 0.89 (95% CI: 0.36-2.20) and the odds ratio of playing through pain was 2.41 (95% CI: 0.74-8.96) for every 10 unit increase on AIMS. The level of athletic identity was higher among players at the national level than among players at the regional level and was weakly correlated to weekly hours of tennis matches, tennis training, and fitness training.
Conclusions:
Our results indicate that higher levels of athletic identity may be associated with a lower incidence of shoulder overuse injuries, and potentially with playing through pain, although these results are inconclusive due to wide confidence intervals.
... This sport-specific component of self-identity is captured by the concept of athletic identity (AI), defined as "the degree to which an individual identifies with the athlete role" (Brewer et al., 1993, p. 202) and has been related to both positive and negative outcomes (Brewer et al., 1993). A strong but not exclusive (i.e., to the athlete role) AI has been associated with performance benefits through increased commitment to training and a willingness to work hard (Horton & Mack, 2000). When performing well, a strong AI is associated with psychological benefits including increased body image and self-confidence, as well as positive athletic experiences (Brewer et al., 1993;Horton & Mack, 2000). ...
... A strong but not exclusive (i.e., to the athlete role) AI has been associated with performance benefits through increased commitment to training and a willingness to work hard (Horton & Mack, 2000). When performing well, a strong AI is associated with psychological benefits including increased body image and self-confidence, as well as positive athletic experiences (Brewer et al., 1993;Horton & Mack, 2000). However, overemphasis on the athlete role may have negative implications. ...
The Athletic Identity Measurement Scale (AIMS) is a popular measure of Athletic Identity (AI). The purpose of the present study was to investigate the factor structure (7-item single factor and 3 factor model; Social Identity, Exclusivity and Negative Affectivity) of the AIMS within youth academy soccer players. A total of 259 male youth academy soccer players aged 12-18 years completed the AIMS. A series of confirmatory factor analyses, independent cluster modelling indicated support for the 7-item single-factor (AI) and the three-factor models but not within the same analysis. The results support the use of AIMS for the measurement of AI in elite male youth soccer players. Practitioners seeking to explore AI in youth soccer populations should use the three-factor model to glean further insight from the three subscales to support the design of more specific interventions where appropriate.
... Their work has generated extensive sport psychology research, identifying multiple beneficial and adverse effects of a strong athletic identity. For instance, a robust athletic identity is linked to high levels of commitment to sport training and goal orientation (Horton & Mack, 2000), higher performance outcomes (Lochbaum et al., 2022), and increased levels of sport enjoyment (Babić et al., 2015). However, the literature reveals that a strong and exclusive athletic identity may engender lower tendencies to seek help and higher levels of gender role conflict (Steinfeldt et al., 2011), entice athletes to exceed optimal training regimens as a function of over-conformity (Coker-Cranney et al., 2018), and leave them vulnerable in career transitions such as injuries, deselection from a team, or career termination (Brewer & Petitpas, 2017). ...
The onset of the COVID-19 global health crisis, marked by stringent restrictions on training routines and sudden cancellations of competitive events, precipitated abrupt and radical transformations within the sporting landscape. The emergency alert prompted governments worldwide to enforce various lockdown measures to curb the escalation of the viral outbreak. Recognising the potential psychological repercussions of these circumstances, a rapid assessment of mood states as well-being indicators was conducted during the initial months of the lockdown in the Philippines. A cross-sectional study using Tilly’s (1984) variation-finding approach was undertaken to distinguish mood profiles between athletes of different competitive tiers and between athletes and non-athletes. Employing the 16-item version of the Profile of Mood States (POMS-16), mood responses were collected and compared across 705 elite athletes, 1,702 non-elite athletes, and 1,246 non-athletes. Analysis of mean patterns revealed that elite athletes consistently reported greater levels of dejection/anxiety, fatigue, irritability, vigour, and overall mood disturbance than did their non-elite and non-athlete counterparts. The findings affirm the substantial disparities in mood states between athletes of different competitive tiers and between athletes and non-athletes during the pandemic. Nonetheless, despite the elevated scores for negative mood responses, vigour emerged as consistently the highest among all mood responses across all three groups. The results are discussed considering the unique characteristics of elite and non-elite athletes and the protective role of vigour in mental well-being during adversity. By acknowledging athletes' distinct psychological reactions to circumstances hindering competitive sport engagement, this study contributes to understanding how disruptive health crises could affect athletes’ well-being, potentially informing the development of targeted support programmes for athletes confronting similar challenges.
... Their work has generated extensive sport psychology research, identifying multiple beneficial and adverse effects of a strong athletic identity. For instance, a robust athletic identity is linked to high levels of commitment to sport training and goal orientation (Horton & Mack, 2000), higher performance outcomes (Lochbaum et al., 2022), and increased levels of sport enjoyment (Babić et al., 2015). However, the literature reveals that a strong and exclusive athletic identity may engender lower tendencies to seek help and higher levels of gender role conflict (Steinfeldt et al., 2011), entice athletes to exceed optimal training regimens as a function of over-conformity (Coker-Cranney et al., 2018), and leave them vulnerable in career transitions such as injuries, deselection from a team, or career termination (Brewer & Petitpas, 2017). ...
... It has been mostly used in professional and elite sports and with collegiate athletes. For example, a study on marathon runners [47] found that high athletic identity in marathoners was connected to better athletic performance and more commitment to running, an expanded social network, and led to more frequent experiences of both the positive and negative effects of marathon training. Athletic identity was found to be strongest with the most successful international level athletes and connected with the motivational characteristics of the athlete's personality: win orientation, competitiveness, and positive (for men) and negative (for women) competitive orientation [48]. ...
Sport psychology research of ultra-endurance (UE) athletes focused predominantly on their psychological characteristics, traits, and behaviors. However, their happiness and passion, as well as a unified framework for UE hobby phenomenon, were not sufficiently investigated. This study aims to: (1) identify the main contributors to happiness and passion of non-professional UE athletes; and (2) explore the possible relationships between types of sport passion, motivation, and athletic identity. During data collection, 116 non-professional UE athletes (mean age 43.66 years, SD = 8.97, 16.4% female) responded to an online questionnaire. Statistical analyses revealed that obsessive UE passion (p < 0.05) and amotivation (p < 0.05) predicted lower levels of happiness. A higher level of obsessive passion was predicted by extrinsic motivation (p < 0.005), amotivation (p < 0.05), and exclusivity identity (p < 0.001); a lower level was predicted by social identity (p < 0.05) and years in sports (p < 0.05). Weekly training hours and age correlated positively with passion strength, while amotivation was strongly negatively related to training volume. These results indicate that happiness of UE athletes depends on the type of sport passion formed and the quality of the underlying motivation: obsessive passion and amotivation seem to be the main enemies of happiness for UE athletes. This novel finding connecting passion, happiness, and motivation contributes to both a better understanding of the psychology of UE athletes and has practical implications for UE athletes, coaches, athletes’ social circles, and sport psychologists. Due to known maladaptive outcomes of obsessive passion, including its negative impact on overall well-being, health, and now also on happiness, its formation in UE athletes needs to be observed and prevented. While the study shows predictors of obsessive passion and high vs. low obsessive passion, future research should investigate how harmonious passion impacts athletes’ happiness, motivation, and identity. Likewise, research among the UE entourage would help to better understand the social impact of UE as a serious hobby and the formation of UE lifestyles. We also suggest our Temporal Framework for Progressive UE Engagement and Passion, which was further developed based on the results of this study, to be used and validated by sport psychologists.
... Bu nedenle duygusal bozukluklar daha olası hale gelir ve kişisel değerler ile kimlik algılamaları azalabilir. Sadece sporcu kimliğine odaklanan bireyler, diğer yaşam rollerinin gelişimini ciddi şekilde sınırlayabilirler, bu da depresif risk faktörlerini artırabilir, duygusal ve fiziksel sağlığı olumsuz etkileyebilir ve izolasyon hissine neden olabilir (Horton & Mack, 2000). Yapılan araştırmalar çeşitli faktörlerin sporcu kimliğini güçlendirdiğini göstermektedir. ...
z Bu araştırmada, üniversite sporcularının psikolojik iyi oluş düzeyleri ile cinsiyet rolleri algıları arasındaki ilişkilerin demografik değişkenler açısından incelenmesi hedeflenmiştir. Araştırma, Nevşehir Hacı Bektaş Veli Üniversitesi'nde öğrenim gören 157 kadın ve 145 erkek sporcu öğrenci olmak üzere toplam 302 kişiyle gerçekleştirilmiştir. Veri toplama aracı olarak "Kişisel Bilgi Formu", "Psikolojik İyi Oluş Ölçeği" ve "Bem Cinsiyet Rolü Envanteri" kullanılmıştır. SPSS 22.0 programı aracılığıyla elde edilen verilerin analizinde tanımlayıcı istatistikler, Cronbach's Alpha değerleri, İki Yönlü ANOVA, MANOVA ve Bağımsız Örneklem t Testi istatistiksel yöntemleri kullanılmıştır. Bulgulara göre, katılımcıların psikolojik iyi oluş düzeyleri ile branş türüne ve demografik değişkenlere göre istatistiksel olarak anlamlı farklılık göstermemiştir. Takım sporları yapan katılımcıların erkeksilik düzeyi, bireysel spor yapanlardan anlamlı düzeyde yüksektir. Cinsiyet rolleri açısından, cinsiyet ve branş türüne göre kadınsılık ve erkeksilik düzeyleri arasında istatistiksel olarak anlamlı farklar tespit edilmiştir. Spora başlama yaşlarına ve haftalık spor yapma sürelerine göre psikolojik iyi oluş ve cinsiyet rolleri algıları arasında anlamlı farklılıklar bulunmamıştır. Derece alma durumlarına göre psikolojik iyi oluş düzeyleri arasında anlamlı farklılıklar belirlenmiştir. Sonuçlar, sporculardaki psikolojik iyi oluş düzeyi ve cinsiyet rolleri algısının demografik faktörlerden etkilendiğini göstermektedir. Özellikle sporcuların spor yaşı ve ilgilendikleri spor dalında derece elde etme durumunun, psikolojik iyi oluş düzeyleri üzerinde belirleyici olduğu görülmüştür. Ayrıca, sporcuların cinsiyet rollerine ilişkin algı düzeylerinin, haftalık spor yapma saatleri ve haftalık spor yapılan gün sayısı gibi değişkenlere göre farklılık gösterdiği tespit edilmiştir. Anahtar Kelimeler: Cinsiyet rolü, psikolojik iyi oluş, sporcu öğrenci, stereotip. The examination of gender roles and levels of psychological well-being among university athletes Abstract This study aimed to examine the relationships between university athletes' levels of psychological well-being and their perceptions of gender roles in terms of demographic variables. The research was conducted with a total of 302 participants, including 157 female and 145 male student athletes studying at Nevşehir Hacı Bektaş Veli University. The data collection tools included a "Personal Information Form," "Psychological Well-Being Scale," and "Bem Sex Role Inventory." Statistical methods such as descriptive statistics, Cronbach's Alpha values, Two-Way ANOVA, MANOVA, and Independent Samples t-Test were used for data analysis using the SPSS 22.0 program. According to the findings, there were no statistically significant differences in the levels of psychological well-being of the participants based on sports branch type and demographic variables. However, participants engaged in team sports exhibited significantly higher masculinity levels compared to those engaged in individual sports. Statistically significant differences were also found in femininity and masculinity levels based on gender and sports branch type. No significant differences were found in psychological well-being and gender role perceptions based on the age of starting sports and weekly exercise durations. Significant differences were determined in the levels of psychological well-being based on degree attainment status. The findings indicate that the levels of psychological well-being and perceptions of gender roles in athletes are influenced by demographic factors. The results show that the level of psychological well-being and perception of gender roles in athletes are affected by demographic factors. In particular, it was observed that the athletes' sport age and the status of obtaining a degree in the sport they are interested in are determinant on their psychological well-being levels. In addition, it was determined that athletes' perception levels of gender roles differed according to variables such as weekly hours of sport and number of days of sport per week.
... As a consequence of dedicating more time and commitment towards their sporting roles, athletes' life balance in other domains (e.g., social and academic/vocational pursuits outside sport) can be compromised during this transition (e.g., [28]), which risks athlete identity foreclosure, or the commitment to the athletic role and identity at the expense of exploring other aspects of the identity [31,32]. While a strong athletic identity can protect against burnout and increase enjoyment inand commitment to-the sporting role [33,34], athlete identity foreclosure is a risk factor for mental ill-health, particularly among injured, retiring or recently retired athletes [35][36][37]. ...
The transition into elite-level sport can expose young athletes to risk factors for mental ill-health, including increased performance expectations, stressors associated with becoming increasingly public figures, and changes in lifestyle demands, such as diet, training loads and sleep. Successful integration into elite-level sport requires athletes to quickly adapt to these newfound challenges and the norms and culture of the new sport setting, while developing relationships with teammates, coaches, and support staff. Despite these demands, the mental health experiences of athletes transitioning into elite-level sport have been largely neglected in sport psychology literature. This is reflected in the dearth of programs for supporting mental health during this career phase, particularly relative to retirement transition programs. In this article, we offer a preliminary framework for supporting athletes’ mental health during the transition into elite-level sport. This framework is based on holistic, developmental, and ecological perspectives. Our framework outlines a range of recommendations for promoting mental health and preventing mental ill-health, including individual-level, relational, sport-level, and sociocultural-level strategies. Key recommendations include preparing athletes for the challenges they are likely to face throughout their athletic careers, highlighting athletes’ competence earlier in their careers, developing supportive relationships in the sport setting, and fostering psychologically safe sporting cultures. Supporting mental health from earlier in the athletic career is likely to promote athletes’ overall wellbeing, support enjoyment and retention in sport, and encourage help-seeking.
... Only student-athletes have to simultaneously shape both athletic and academic identities (see Steele et al., 2020 for a review;Yukhymenko-Lescroart, 2018). When considered separately, strong athletic identities have been linked to commitment to athletic roles and success (Horton & Mack, 2000) and strong academic identities have been associated with school-related commitment and performance (Garc ıa et al., 2023;Love & Rufer, 2021). However, student-athletes may not precisely balance their identities instead swaying one way more than the other. ...
Student-athletes in university undergo assessments in both sport and academic domains, which can encompass varying conceptions and outcomes related to assessment. However, questions on whether this ‘doubling up’ of assessments result in similar or different assessment-related outcomes, or whether assessments are conceived the same way across sport and academic contexts, are an omission in achievement research. This study sought to explore the experiences of Canadian student-athletes’ conceptions of assessment, perceptions of control, and emotions in sport and academia through an explanatory mixed-methods design. The study comprised 77 Canadian USports university athletes (Mage = 20.21) for the quantitative data, and 6 athletes partaking in focus group/individual interviews for the qualitative data. The quantitative findings revealed student-athletes reported higher conceptions of assessment as fun and irrelevant in sport compared to university, and greater emotions such as anger, helplessness, and relief in university compared to sport (p < .05). In the qualitative strand, three themes were identified for conceptions of assessment: function, discrete outcomes, broad consequences; three themes for perceptions of control: effort, preparation, and motivation; and three themes for emotions: anticipatory, retrospective, and relational. Mixed insights revealed the importance of assessment consequences, the natural motivation and effort for sport assessment, and the differences in positive and negative emotions between sport and academic domains. Recommendations are discussed for both postsecondary coaches and instructors to help improve sport and academic assessment in ways tailored to the student-athlete experience of assessment.
... In their study, Siyahtaş et al. (2020) stated that the level of commitment to sports decreases as the age of the athletes increases. In parallel with the results of the research, Uluç and Akçakoyun (2021), Sıyahtaş et al. (2020), Horton, and Mack (2000) show similarities in their studies, while Peke (2020), Yerlikaya (2019), Madak et al., (2021) do not show similarities in their studies. In the study conducted by Weiss and Weiss. ...
This study aims to evaluate the relationship between the athlete identities and their commitment to sports in terms of whether amateur and professional licensed footballers who are playing football in local and amateur football clubs differ according to various demographic characteristics. Footballers of the 1st Amateur, 2nd Amateur, and Regional Amateur Leagues registered in the Elazığ Amateur Sports Clubs Federation participated in the research. "Athlete Identity Scale" was developed by Brewer and Cornelius (2001) and adapted to Turkish by Öztürk and Koca (2013) and "Athlete Commitment Scale" was developed by Kayhan, Bardakçı, and Caz (2020) developed by Guillen and Martinez-Alvarado (2014) were used as data collection tools in the study. As a result of the research, while there was a significant difference in the athlete identity according to the license level variable of the football players, there was no significant difference in the level of commitment to sports. While there was a significant difference according to the league level, infrastructure training, age variable, and education status variable of the footballers, there was no significant difference according to the athlete year variable.Keywords: Athlete identity, Commitment to Sports, Football
... This self-awareness and self-understanding are beneficial for their psychological growth. Moreover, a robust athletic identity gives meaning and purpose to youth athletes, motivating them to commit to intensive training regimes and aspire to higher sporting goals [5,6]. By internalising the role of an athlete as part of their self-identity, youth athletes can channel their energy towards athletic excellence. ...
Background
Youth athletes represent the future of competitive sports, so examining their commitment to sport is critical. This study investigated the impacts of self-concept clarity and athletic identity on athlete engagement among Chinese youth athletes, and the mediating roles of quality of life and smartphone use.
Methods
410 youth athletes from sports schools completed an online cross-sectional survey measuring self-concept clarity, athletic identity, quality of life, smartphone use, and athlete engagement. We used convenience sampling. Instruments included validated scales like the Self-Concept Clarity Scale.
Results
The direct effect of self-concept clarity and athlete engagement in youth athletes was not significant (β = 0.04, p = 0.344), but there was a direct effect of athletic identity and athlete engagement (β = 0.61, p < 0.05). Quality of life mediated the relationships between self-concept clarity(indirect effect = −0.054, 95 % CI = −0.114, −0.019), athletic identity(indirect effect = 0.202, 95 % CI = 0.114, 0.349) and athlete engagement.
Conclusions
This study helps address gaps in understanding athlete engagement in youth athletes. The mediation model provides insights to improve self-concept clarity, athletic identity and quality of life to motivate greater engagement in youth athletes.
... The mental aspect of sports psychology has been overlooked for many years by most medical and sports professionals. This study aimed to evaluate how a traumatic sports injury impacts an athlete outside of the physical aspects of the damage by critically examining an athlete's psychological resilience… in the face of adversity that could be caused by bodily injury [1,2]. ...
Introduction: Sports injuries can affect athletes across all ages, sexes, and levels of competition. The mental aspect of acute sports injury is often overlooked by coaches, trainers, and medical professionals. This study investigated if and how an acute traumatic sports injury affects an athlete’s psychological well-being, adherence to sport, and athletic identity. Methods: The study consisted of surveys sent to former or current athletes over 18 with one or more athletic injuries. The Qualtrics surveys were anonymous, and participants consented to the study within the survey. Results: There were 101 total participants (20.2% response rate) with an average age of 36. All reported one or more acute athletic injuries throughout their athletic careers. Specific survey sets were compared against each other using a variable correlation analysis (p - value < 0.05) and via Pearson’s Correlation. Conclusion: The results indicated that injury impacts the lives of athletes most significantly on the field and can harm their performance based on their perception of the severity of the injury. However, this decline in performance and decrease in confidence does not correlate to an athlete’s desire to leave their sport or how they identify as being an athlete. Takeaways: 1) The stronger an individual identifies as being an athlete, the more likely they are to continue their sports career after an injury. 2) An athlete’s self-worth after an injury significantly impacts their feelings outside athletics. 3) For athletes emotionally impacted by their acute traumatic injury, the injury was a significant factor regarding their athletic performance.
... Kimlik algısı sporcunun spor branşıyla doğrudan ilişkilidir. Sporcuların özellikleri arttıkça kimlik gelişimleri de artmaktadır (Horton ve Mack, 2000). Brewer, bireysel kimliğin yanı sıra spor etkinliklerine ilişkin davranışların da sporcunun kimliğini temsil ettiğini belirtmektedir. ...
Bu araştırmanın amacı farklı branşlardaki (atletizm, basketbol, futbol, tenis,
voleybol) sporcuların sporcu kimlik algıları ve sportif özgüven düzeylerinin ortaya
çıkarılması ve karşılaştırılmasıdır. Bu yönüyle çalışma betimleyici tarama
modelinin özelliklerini taşımaktadır. Tümdengelimci bir yaklaşım üzerine
konumlanan bu araştırmada veri toplama aracı olarak anket kullanılmıştır.
Araştırmanın evrenini Aydın ilinde farklı spor dallarıyla ilgilenen sporcular
oluşturmaktadır. Araştırmanın örneklemi, ulaşılması en kolay katılımcılardan
başlanarak, kolay ulaşılabilir örnekleme yöntemine göre oluşturulmuştur.
Araştırmanın örneklemini ise 264 (%62,3) erkek, 160 (%27,7) kadın, 424 sporcu
oluşturmaktadır. Araştırmada veri toplama aracı olarak Sporcu Kimliği Ölçeği ve
Sporda Sürekli Kendine Güven Ölçeği kullanılmıştır. Araştırma verileri SPSS
25.00 istatistik paket programı kullanılarak analiz edilmiştir. Anlamlılık düzeyi .05
olarak belirlenmiştir. Araştırmadan elde edilen verilerin analizinde frekanslar
alındıktan sonra normallik testi ve verilerin güvenirliliği için güvenirlilik analizi
yapılmıştır. Yapılan normallik analizi sonucunda verilerin normal dağılım
gösterdikleri tespit edilmiştir (±1,5). Verilerin analizinde Verilerin analizinde
tanımlayıcı istatistikler, t-testi ve anova testi istatistiki teknikleri kullanılmıştır.
Anlamlı farklılıkların hangi gruplar arasında karşılandığını belirlemek için
varyansların homojenliği koşulunun sağlandığı durumlarda Bonferroni testi,
homojenliğin sağlanamadığı durumlarda ise Tamhane testi kullanıldı. Araştırmaya
katılım gösteren sporcuların sporcu kimlik düzeyi spesifik olarak sosyal kimlik,
sporla sınanmışlık, olumsuz duyuşsallık ve genel olarak sporcu kimliği puan
ortalamalarına göre orta seviyede olduğu tespit edilmiştir. Sporcuların sportif
özgüven düzeyi ise almış oldukları puan ortalamasına göre orta seviyede olduğu
belirlenmiştir. Araştırmaya katılan sporcuların sporcu kimlik düzeyi branşlara göre
karşılaştırıldığında sırasıyla atletizm (27,14); tenis (26,64); basketbol (25,52);
voleybol (24,82) ve futbol (24,21) şeklindedir. Sportif özgüven düzeyi ise atletizm
(48,17); tenis (47,13); futbol (46,94); basketbol (45,65) ve voleybol (44,31)
şeklindedir. Buna göre atletizm sporcularının sporcu kimlik algıları ve sportif
özgüven düzeylerinin diğer branştaki sporculara göre daha yüksektir. Erkek
sporcuların sporcu kimlik algısı ve sportif özgüven düzeyleri kadın sporculara göre
daha yüksektir. Araştırmanın diğer bir bulgusunda sporcuların spor yılları arttıkça
sporcu kimlik algısı ve sportif özgüven düzeylerinin arttığı görülmüştür. Antrenör
desteğinin sporcuların kimlik algısı ve özgüven üzerinde de kısmi etkisi olduğu
görülmüştür. Sonuç olarak araştırma değişkenlerinin sporcuların kimlik algısı ve
özgüven düzeylerinde etkisi olduğu belirlenmiştir.
... In studies comparing the athlete identity characteristics of those with a strong athlete identity to those with a weak athlete identity, those with a strong athlete identity were found to engage in more physical activity, be more sociable, and have a better health status [14]. When considering the studies on athletes including variables such as retirement [15][16][17], sports participation level with the intention of permanence in sports [18,19], sportive performance [20,21] anxiety and mental resilience [22], it can be said that the concept of athlete identity is a crucial psychological aspect to understand athletes better. In addition to this expression, the fact that the concept of identity functions as a cognitive structure in uencing coping strategies, interpreting information, and inspiring harmonious behavior with athlete roles in general demonstrates that the concept of athlete identity is multifaceted [23]. ...
Background: In addition to the fact that the concept of passion in sports plays a significant role in the formation of the identity concept of athletes, the dedication of athletes to the sports branches they are interested in also has a significant impact on their passion for the sport they are interested in as well as their identity as an athlete. In this direction, the research aims to investigate the role of dedication as a mediator and regulator in the relationship between athlete identity and passion in sport.
Methods: The research was designed using the quantitative research technique of relational surveying. As data collection instruments for the research, the athlete identity scale, the passion in sport scale, and the sports commitment scale were utilized. 237 amateur and professional athletes, of which 142 were male and 95 were female (Mage=22.7), participated voluntarily in the study by random sampling. The data were analyzed with the PROCESS and Jamovi programs in order to examine the direct and indirect effects.
Results: Significant effects of sports passion on commitment and athlete identity were found. Since both dedication and athlete identity had a significant effect on passion for sports, it was determined that passion for sports continues to influence athlete identity through the medium of dedication. The regulatory significance of medium, high, and low values of devotion was determined.
Ethics approval number: 226394, date of registration: 03/11/2022
Conclusion: On the basis of the results of the statistical analyses, it was determined that the concept of dedication has a mediating and regulating effect on the relationship between sports passion and athlete identity.
... The mental aspect of sports psychology has been overlooked for many years by most medical and sports professionals. This study aimed to evaluate how a traumatic sports injury impacts an athlete outside of the physical aspects of the damage by critically examining an athlete's psychological resilience… in the face of adversity that could be caused by bodily injury [1,2]. ...
Sports Injury and Athletic Identity: Poster Presentation
... The cultural messages of living, breathing, and eating football advocated in elite environments increase commitment to a professional sporting status and increased AI (Parker 2000;Holt and Dunn 2004;Holt and Mitchell 2006;Roderick 2006;Pain and Harwood 2008;Brown and Potrac 2009;Mitchell et al. 2014). Heightened AI can serve several positive psychological functions, such as an increased motivation, enhanced team cohesion, more positive athletic experiences, and better sporting performance (Brewer et al. 1993;Horton and Mack 2000;Steinfeldt and Steinfeldt 2010). Despite the potentially positive effects, however, there are many potential negative consequences of developing an overly strong AI, such as devaluing other social roles, overtraining, avoidance of helpseeking, use of performance enhancing drugs, and difficulty transitioning out of sport (Weichman and Williams 1997;Steinfeldt and Steinfeldt 2010;Mitchell et al. 2014). ...
Men's academy football can encourage a commitment to the athletic role and masculine norms. When injured, the ability to fulfil an athletic masculine identity is threatened and athletes may experience injury fear-avoidance behaviours as part of a negative injury appraisal. The aim of the study was to explore whether higher athletic identity (AI) was associated with higher gender role conflict and injury-related fear-avoidance. Seventy-two male English academy footballers completed an Athletic Identity Measurement Scale (AIMS), Gender Role Conflict Scale (GRCS), and Athlete Fear Avoidance Questionnaire (AFAQ) based on self-reported historical injuries. Correlational analyses were conducted for all variables, and a one-way ANOVA was used to compare high, moderate, and low AI. AIMS was significantly positively correlated with two GRCS subscales: success, power, and competition (SPC) and restricted affectionate behaviour between men (RAM). AIMS exclusivity also positively correlated with SPC and AIMS negative affectivity positively correlated with GRCS total and RAM. Additionally, the current study showed that high and moderate levels of AI had significantly higher levels of total GRCS than those with low AI. No significant results were found for AIMS, GRCS, and AFAQ. Results suggest that players with higher and more exclusive AI may be susceptible to masculine role conflicts, specifically, SPC and RAM, especially when there is a risk to their athletic role. The current study informs sport and health professionals of the need to monitor AI and masculine conformity in academy-level footballers to minimise gender-role conflict and potential maladaptive rehabilitation responses when their identities are threatened.
... In addition to personality traits, athletes' identification with their role as an athlete has shown to impact their experienced levels of anxiety (Cosh et al, 2013). Athletes with an exclusive identity as an athlete appear to suffer from higher levels of stress and anxiety (Grove et al., 1997) and show a higher susceptibility to depression and emotional difficulties following injury (Brewer et al., 2010;Green & Weinberg, 2001) and retirement (Horton & Mack, 2000). This is explained by athletes focusing so much on their athlete identity that they experience a crisis when their identity is threatened (Cosh et al., 2013). ...
... Athletic identity (AI, Brewer et al., 2000) may exhibit a complex relationship with fast adaptation. On one hand, it was found to be positively associated with athletic performance (Horton & Mack, 2000;Lochbaum et al., 2022), but on the other hand, athletes with a higher negative affectivity have a higher level of state anxiety (Masten et al., 2006). Therefore, it is possible that athletes who are higher in athletic identity would tend to invest more efforts during acute events and be more committed to their success, yet also experience more stress that can obscure their adaptation. ...
The aim of this paper is twofold: (1) to integrate several theoretical perspectives into a novel Meta-model of Adaption in Sport (MAS model) and (2) to support the MAS model with a narrative literature review on change-provoking events and related adaptation processes, factors involved, and outcomes. The MAS model is designed to account for two potential tracks of adaptation-fast and prolonged-that are situated along the continuum of adaptation experiences in sport. In each track, sport performers experience various types of sport-related events (i.e., acute events or change events) that are associated with specific sets of demands and perceptions related to self-efficacy beliefs and challenge-threat appraisal. Accordingly, the performer responds to these events by using the mechanisms which determine his/her adaptation process and outcomes. We present a narrative review of the literature related to both adaptation tracks that provide empirical support to the MAS model and conclude by offering reflections on the MAS model and its potential applications in sport psychology research and practice. ARTICLE HISTORY
... Sporcu kimliği, sporcunun zihinsel yapılanması ve sporcuya biçilen sosyal bir rol olarak tanımlanabilir. Sporcunun zihinsel yapılanması, sporcu kimliğinin etkisini önemli düzeyde etkiler ve sporcunun "başa çıkma stratejilerini, davranışlarını ve karar verme süreçlerini" tesiri altına alır (Horton ve Mack, 2000). Sporcu kimliği, bireyi kendisi yapan özelliklerinin spora özgü olma derecesi, ...
Çalışmanın amacı bedensel engelli sporcuların öz güven, cesaret ve sporcu kimliğinin branş ve spor yaşı durumuna göre incelenmesi ve öz güven, cesaret ve sporcu kimliği arasındaki ilişkinin ortaya konulmasıdır. Araştırma nicel modelde ilişkisel tarama deseninde tasarlanmıştır. Araştırmaya 289 milli bedensel engelli sporcu katılmıştır. Araştırmada veri toplama aracı olarak, Özgüven Ölçeği, Spor Cesaret Ölçeği ve Sporcu Kimliği Ölçeği kullanılmıştır. Verilerin analizinde, Pearson Korelasyon analizi ve tek yönlü varyans analizinden (ANOVA-Post Hoc) yararlanılmıştır. Araştırmada, elit düzeyde spor yapan bedensel engelli sporcuların özgüven ve cesaret düzeylerinin orta, sporcu kimliklerinin yüksek olduğu saptanmıştır. Özgüven ile cesaret düzeyi arasında pozitif yönde düşük düzeyde anlamlı ilişki tespit edilmiştir. Oturarak voleybol oynayan bedensel engelli sporcuların özgüven ortalama puanlarının ampute futbol ve atletizm oynayanlarınkinden anlamlı düzeyde yüksek olduğu belirlenmiştir. Ayrıca atletizm sporu yapanların sporda cesaret puan ortalamasının yüzme ve oturarak voleybol oynayanların puan ortalamasından anlamlı düzeyde yüksek olduğu saptanmıştır. Spor yaşı ile özgüven ve cesaret arasında düşük düzeyde pozitif yönde anlamlı ilişki tespit edilmiştir.
... One of the active identities of the self-concept that has been studied is athletic identity (AI), which has been defined as the degree to which a person identifies with the role of athlete and is closely linked to sport participation (Brewer, Van Raalte, & Linder, 1993). Research has shown positive relationships between AI and sport commitment, health and fitness outcomes, social relationships, and self-esteem (Horton & Mack, 2000). AI is also positively correlated with vigorous physical activity in college students (Downs & Ashton, 2011), and with both LS and sport participation in athletes with cerebral palsy from 32 countries (Groff, Lundberg, & Zabriskie, 2009) and people with spinal cord injury (Tasiemski & Brewer, 2011). ...
People with disabilities tend to have lower subjective well-being than their peers without disability. This study examined differences in the life satisfaction (LS) of Spanish university students with disabilities according to sociodemographic variables, and its associations with physical activity (PA) and athletic identity (AI). A cross-sectional study was conducted with 1,227 participants (624 Female-598 Male) from state and private Spanish universities. The participants completed an electronic survey on LS, PA and AI after which a descriptive analysis, pairwise comparisons (Mann-Whitney U, Kruskal-Wallis tests), and Spearman's correlations were performed on the data. Instruments used for data gathering were the Satisfaction With Life Scale (SWLS), the International Physical Activity Questionnaire (IPAQ) and the Athletic Identity Measurement Scale (AIMS). The results showed that university students with disabilities in Spain were slightly dissatisfied with their lives. The cross-sectional comparisons according to the origin of disability found that University students with congenital disability reported higher levels of LS than those with acquired disability. Those students with multiple disabilities and chronic illness reported lower levels of LS than students with physical or sensory disabilities. Furthermore, LS seemed not to be affected by gender while significatively affected by age since the youngest group of participants reported higher levels of LS than the middle and oldest groups. Both AI and PA were positively correlated with LS. The findings offered in this study point out that the satisfaction levels observed among students with disabilities suggest that universities and society at large were still disabling agents with an inherent need for improving their healthy lifestyles. This study provides insights that may be helpful for enhancing LS among university students with disabilities through promotion of PA.
... Athletic identity can be influenced by friends, family members, and coaches within their athletic dimension (Heird & Steinfeldt, 2013). Furthermore, the strength of athletic identity in regard to a person's self-concept is influenced by previous athletic experiences and success or failure in the athletic domain (Horton & Mack, 2000). A collegiate student-athlete who identifies as LGBTQ+ may feel a tension between their Creating Safe Spaces for LGBTQ+ Student-Athletes 143 athletic identity and their sexuality, gender, or race. ...
... Athlete identities can have many positive implications for athletes. For example, athlete identity is linked to enhanced athletic performance, commitment, and social connections (Brewer et al., 1993b;Horton and Mack, 2000). Notably, research on athlete identity reveals three dimensions that reflect social, exclusivity, and negative affectivity aspects of athlete identity (Brewer and Cornelius, 2001). ...
Objectives:
During COVID-19 athletes have had games canceled, seasons postponed, and social supports lost. These changes negatively impact their motivation, and potentially identity, as athletes. We draw on self-determination theory to examine motivation in sport and its relationship with athlete identity during COVID-19.
Design:
A cross-sectional study design was employed consisting of online quantitative surveys.
Method:
We gathered background engagement and motivation data from 115 athletes involved in organized sport. They responded to questions on basic psychological needs satisfaction (competence, relatedness, autonomy) and athlete identity.
Results:
When reflecting on their basic psychological needs during the pandemic, most athletes considered them important. Athletes' competence and relatedness in sport were associated with social-related athlete identity, but not autonomy. Only relatedness in sport was associated with exclusivity-related social identity.
Conclusions:
Using a self-determination theoretical lens, our findings contribute to understanding athlete motivation and identities when sport is interrupted.
... Brewer and colleagues noted AI as a very distinct form of identity. Horton and Mack (2000) were the first to use AIMS and apply it specifically to runners by researching marathoners and changing the wording from "athlete" to "runner" in the items. Horton and Mack found that runners with high AI expressed a greater commitment and greater investment in running, as compared to lower AI runners. ...
Running, as a form of leisure time physical activity is generally popular due to its low-cost entry, easy access to practice, and the convenience and accessible nature of the activity. Specifically, one type of running experience sought by many is charitable running or running for a cause (i.e., cause-related sport event). While there is a growing body of literature on charity sport events, little is known about how the charitable motives and participant identity with the event affect future behaviors associated with the cause and the event. Grounded in identity theory, the purpose of this article was to examine the effect of salient identities and charitable motives on future intentions associated with a cause-related event. Data were collected from the second annual Norfolk Freedom Half Marathon, in Virginia, via an online survey that was sent to all registered runners (1,372) one week after the race and 557 participants responded. We found charity motives to be the dominant influence on both charitable and purchase intentions in cause-event participants. This study contributes to the existing amateur sport literature as one of the first to report on a military-oriented sport event with military affiliated participants; the creation of the Charitable Motives in Sport Scale (CMISS), the Runner Identity Scale (RIS) and the Military Identity Scale (MIS); and the addition of a new military/runner identity typology, which we hope would be useful for future military-affiliated running events.
... In marathon running and other sport programs, most factors that are related to intrinsic motivation help every individual in the success of completion and continuance of the event. According to Horton and Mack (2000), they found that marathon runners with higher athletic identity have a better athletic performance and commitment in running. While constructing individual self, social media influences more people to make announcements in public and be observed by many people. ...
The main purpose of this study is to identify the relationship between social media use, athletic identity, and perceived competence among FSR marathoners in UiTM Seremban. 315 respondents were involved in this study. To serve the purpose of the study, a questionnaire was developed through Kelleher & Romero (2013) to test the relationship of social media use, athletic identity, and perceived competence among the marathoners. In descriptive analysis, the social media use showed a very high domain of mean score 4.21 (SD=0.68) compared to athletic identity and perceived competence. Pearson’s Correlation relationship between social media use and athletic identity indicated a r value p<0.256 which has shown a positive but weak connection. On the other hand, the correlation between social media use and perceived competence showed a significant and positive relationship but also weak with r value p<0.356. Furthermore, this study showed that the social media use influences marathoner’s athletic identity and perceived competence. The findings of the study will provide a theory and understanding in sport marketing and motivation. Moreover, other universities and sport organizations can use this information to help them in managing events and students may develop their motivation intrinsic as athletic identity and perceived competence.
Bu araştırmanın amacı; elit sporcuların sporcu kimliklerinin sportmenlik davranışları ile ilişkisinin incelenmesidir. Araştırmaya 115 kadın,135 erkek toplamda 250 gönüllü profesyonel sporcu katılmıştır. Araştırmada veri toplama aracı olarak anket kullanılmıştır. Kullanılan anket Sporcu Kimliği Ölçeği, Sportmenlik Davranışı Ölçeği ile kişisel bilgi formu şeklinde üç bölümden oluşmaktadır. Elde edilen veriler SPSS paket programıyla analiz edilmiştir. Tanımlayıcı istatistiklerin yanı sıra; Pearson Momentler Correlation testi ve regresyon analizi uygulanmıştır. Sonuç olarak; elit sporcuların sporcu kimlikleri ile sportmenlik davranışları arasında ilişki bulunmuştur. Nitekim sporcuların sportmenlik davranışının artmasıyla olumsuz duyuşsallık azalış göstermektedir. Aynı zamanda sporcu kimliğinin bir diğer alt boyutu olan sosyal kimlik artış göstermektedir. Aynı zamanda sporcu kimliğinin sportmenlik davranışını yordadığı ve toplam varyansın %28’ini açıkladığı belirlenmiştir. Sporda kimlik, bireyin kendisini nasıl anladığı ve nasıl tanımladığı ile ilgilidir. Bireyin kimlik gelişimi için önemli olduğu düşünülen bir diğer etkende spor ve sportif faaliyetlerdir (Güven, 2006).Bundan dolayı, bireyi küçük yaşlardan itibaren adil oyun, dürüstlük ve sportmenlik davranışlarına yönlendirerek yetiştirmeliyiz.
Sporcu kimliği terimi, bir kişinin kendini bir sporcu olarak tanımlamasını ve bu tanımlama üzerinden sporla ilişkili olan kimliğinin ifade edilmesidir. Sporcu kimliği genellikle bireyin kendine ait bir bilinç, değerler, tutumlar ve davranışlar bütünüdür, ki bu da genellikle sporu hayatlarının önemli bir parçası olarak benimsemiş kişilere atfedilir. Sporcu kimliği, bir kişinin sporla ilişkilendirdiği özellikleri ve bu özelliklerin onların genel kimliğinde ne kadar önemli olduğunu yansıtabilir. Bu kimlik, bireyin sporla ilgili hedefleri, motivasyonu, sporla ilişkili değerleri, kendine güveni ve diğer
birçok faktörü içerebilir. Sporcu kimliği, bir kişinin spora ve fiziksel aktiviteye olan bağlılığını, onun sporla ilişkilendirilmiş değer sistemini ve bu bağlamda nasıl tanındığını gösterir. Bu kimlik, bir kişinin sporla ilgili rolünü ve kendisini bir sporcu olarak nasıl gördüğünü yansıtarak, sosyal bağlamda ve bireyin kişisel gelişiminde önemli bir rol oynar. Bu düşüncelerden hareketle bu araştırmanın amacı; sporcuların kimliklerini belirlemek, çeşitli değişkenler açısından incelemektir. Bu amaçla
araştırma nicel yaklaşım perspektifinde kesitsel-tarama ve kolay örneklem belirleme yöntemi ile devlet üniversitesinde öğrenim gören aktif sporla ilgilenen toplam 351 (%49’u kadın, %51’i erkek) katılımcı araştırmanın örneklem grubunu oluşturdu. Çalışmada “Sporcu Kimliği Ölçeği” ve araştırmacılar tarafından oluşturulan “Kişisel Bilgi Formu” kullanıldı. Verilerin analizinde betimsel istatistik, bağımsız gruplar için t-Testi ve tek yönlü varyans (ANOVA) analiz yöntemleri kullanıldı. Analizlerin uygulanabilirliğine basıklık ve çarpıklık değerleri (-1.5/+1.5) göz önünde bulundurularak karar verildi. Araştırmadan elde edilen bulgulara göre çalışmaya katılım sağlayan öğrenci sporcuların sporcu kimlikleri ortalamanın üzerinde olduğu görüldü. Bağımsız değişkenlerden elde edilen bulgulara göre katılımcıların cinsiyete bağlı sporcu kimliklerinde anlamlı farklılık gözlenmezken (p>,05); yaş, spor branşı, sporculuk durumu ve spor yapma yılına göre sporcu kimlikleri toplam ve alt
boyutlarında anlamlı farklılıklara rastlanıldı (p<,05).
El objetivo de este estudio fue analizar la interrelación de la dependencia al ejercicio físico (EF) con la motivación deportiva e identidad con el EF. La muestra (375) fue española, practicantes de EF de resistencia (correr, ciclismo, natación, triatlón y otros), el 32% mujeres y el 67,5 % hombres. La Escala de la Dependencia al Ejercicio Físico (EDS-R) fue utilizada para analizar el perfil de practica del EF de los participantes (dependiente; no dependiente sintomático y no dependiente asintomático), la Escala de la Motivación Deportiva fue utilizada para evaluar el nivel de cada tipo de motivación y la Escala de Identificación con el EF para evaluar el nivel de identidad de cada participante relacionado con el EF. Se realizaron los siguientes análisis de datos: Prueba de Kruskal- Wallis con corrección de Bonferroni; Rho de Spearman; regresión por pasos y modelos de mediación múltiple. El 20% de los participantes mostraron un perfil de dependientes con el EF, el 70,4% no dependientes sintomáticos y el 9,6% no dependientes asintomáticos. Los dependientes puntuaron más alto que los demás perfiles en todas las variables de estudio. Se encontraron diferencias significativas en todas las variables de estudio y la dependencia al EF correlaciono positiva y significativamente con la identificación con el EF y la motivación deportiva (MD). Asimismo, la MD fue mediadora entre la identidad con el EF y la dependencia al EF. Identificar y estudiar la MD y la identidad con el EF de cada sujeto sería de interés para el desarrollo de acciones preventivas para la aparición de la dependencia al EF. Palabras clave: Dependencia al ejercicio físico, motivación deportiva, identidad con el ejercicio físico, ejercicio físico de resistencia, prevención. Abstract. This study aimed to analyze the interrelation of physical exercise (PE) dependence, sport motivation and identity with PE. The sample (375) comprised Spanish, practitioners of endurance PE (running, cycling, swimming, triathlon and others), 32% women and 67.5% men. The Exercise Dependence Scale (EDS-R) was used to analyze the participants' PE practice profile (dependent; symptomatic non-dependent and asymptomatic non-dependent), the Sport Motivation Scale was used to evaluate the level of each type of motivation and the PE Identification Scale was used to evaluate the level of identity of each participant related to PE. The next data analysis were performed: Kruskal-Wallis test with Bonferroni correction; Spearman's Rho; stepwise regression and multiple mediation models. 20% of the participants showed a dependent profile with the PE, 70.4% symptomatic non-dependents and 9.6% asymptomatic non-dependents. Dependents scored higher than the other profiles on all study variables. Significant differences were found in all the study variables, and dependence correlated positively and significantly with identification with the PE and sport motivation. Likewise, sport motivation was a mediator between identity with the PE and dependence on the PE. Identifying and studying the sport motivation and identity with the PE of each subject would be of interest for the development of preventive actions for the appearance of dependence on the PE. Key words: Exercise dependence, sport motivation, exercise identity, endurance exercise, prevention.
Youth participation in sport is associated with multiple benefits to both physical and mental health and confers wide-ranging advantages that include decreased risk of obesity, prevention of chronic disease, scholastic and cognitive benefits, increased high school graduation rates, and improved future earning potential while decreasing risk of participation in activities that can negatively impact health and well-being (substance use, teen pregnancy, interpersonal violence, etc.).Athletic identity, which is an athlete’s perception of their role in sport and the role of sport in their life, is an important concept that has been underexamined in young people. Better understanding of this relationship may provide useful guidance for injury prevention and management as well as performance. These potential benefits warrant further study in this age group as well as other intersectional categories of populations to include race/ethnicity, disability, and gender identity.KeywordsSports participationAthletic identityAthlete healthSports medicine
Bu araştırma da Malatya da muhtelif ilkokul, ortaokul ve liselerinde görevli öğretmenlerin sosyal medya alışkanlığı ve sporcu kimliği düzeylerini belirlemek ve aralarında ilişkiyi değerlendirmek amaçlanmıştır. Araştırmaya 291 öğretmen gönüllü olarak katılmıştır. Araştırmada veri toplama aracı olarak “Sporcu Kimliği Ölçeği” ve “Sosyal Medya Bağımlılık Ölçeği” kullanılmıştır. Analiz sonucunda veriler normal dağılım göstermiş, veri analizinde bağımsız örneklemler t testi, tek yönlü varyans analizi (anova) ve pearson korelasyon analizi gibi parametrik testler kullanılmıştır. Veri setinin analizleri SPSS istatistik programı ile yapılmış, anlamlılık düzeyi (p
Aunque la identidad atlética y el motivo de retiro se consideran variables claves para comprender el retiro deportivo, existen resultados contradictorios con respecto a su relación con la satisfacción con la vida y sus posibles implicaciones en una vivencia negativa del retiro. En este estudio participaron 108 futbolistas retirados del fútbol profesional inglés quienes respondieron a la Athletic Identity Measurement Scale y la Satisfaction with Life Scale. Los resultados fueron analizados a través de pruebas de contraste de hipótesis y correlaciones bivariadas. No se hallaron diferencias significativas entre los grupos, pero el análisis correlacional sugiere que la relación entre estas variables cambia en función del motivo de retiro. Se discuten las implicaciones de estas diferencias tanto en la experiencia y preparación del retiro como en posibles intervenciones posterior a éste.
This chapter discusses the prevalence and impact of trauma and adverse childhood experiences (ACEs) on today's youth. Information related to the impact of previous trauma and sports-related trauma on youth athletes is discussed. The benefits of sports and physical activity in combatting the effects of trauma are presented. Information about trauma-informed models, pedagogies, and coaching practices are presented in order to highlight the importance of awareness and implementation of trauma-sensitive coaching pedagogies to help youth athletes including those who have been impacted by trauma or ACEs thrive.
ABSTRACT
Junior hockey is an elite sport development model impacting over 20,000 adolescent athletes each year. Participation in junior hockey requires adolescents, 16–21 years old, to move away from home, disrupt academics, and participate in intense sport development models during critical developmental years. The influence of junior hockey on long-term psychosocial development is unknown. The present research measured developmental outcomes of college enrolled former junior hockey players utilizing the Student Development Task and Lifestyle Assessment (SDTLA) and the Athlete Identity Measurement Scale (AIMS). Statistical analyses examined the impact of junior hockey on measures of athletic identity and psychosocial development, along with comparisons to a representative population of male college students. Findings indicate
junior hockey’s contribution to increased athletic identity and delays in aspects of psychosocial development compared to normative populations of male college students. Recommendations are provided for junior hockey shareholders towards improving developmental outcomes associated with junior hockey.
Student-athletes’ athletic and academic identities have been recognized as important determinants to their academic and athletic performance. Yet, there is scarce information on how these two identities may be related to student-athletes’ overall or sport-wellbeing. Therefore, this study examined how student-athletes’ academic and athletic identities are associated with their overall and sport well-being in a US national sample of 241 NCAA Division I student-athletes. We examined whether the relationship between these two identities and well-being would be moderated by student-athletes’ demographics. We also explored whether interruptions due to the Covid-19 pandemic affected student-athletes’ overall and sport well-being. Results showed a significant positive relationship between academic identity and overall well-being, and a negative relationship between athletic identity and sport well-being. Additionally, year in school, race, and gender were significant correlates of sport and overall well-being. Finally, results indicated that COVID-19 pandemic was negatively associated with participants’ overall and sport well-being.
This study rooted in athletic identity theory investigated South Korean student-athletes’ academic satisfaction, their perception of the value of academic learning, and their confidence to find employment after graduation. The participants were 30 student-athletes (20 men, 10 women) from a national university and community college in South Korea. The research design was a cross-sectional survey, and descriptive statistics were used to analyze the data. The research findings and relevant literature raise concerns that need to be addressed further as student-athletes invest so much of their time and energy into their athletic programs. Arguably, however, academic institutions are not providing them with a balanced educational experience nor preparing them well enough to transition into society after athletic retirement. Recommendations are provided in light of this concern for the future of student-athletes.
Rationale/Purpose
The purpose of the study was to understand the lives and careers of developmental tour golfers through the lens of athletic identity and social identity theory (SIT), with emphasis on decisions related to transition out of golf caused by COVID-19.
Design/methodology/approach
Eight developmental tour golfers (4 male; 4 female) were interviewed using a semi-structured interview guide during the COVID-19 shutdown of professional sport. Interviews went through a six-stage coding process by two of the authors to produce the final themes of the study.
Findings
Results indicated that developmental tour golfers (a) faced tougher competition during the lockdown; (b) financial difficulties of developmental tour life were exacerbated by COVID-19; and (c) consequential athletic identity and uncertainty of future career in golf due to COVID-19.
Practical implications
The study highlights the sometimes-impractical decisions and lifestyle choices golfers will make to achieve their dreams. From a governance standpoint, suggestions of tour consolidation, emergency financial assistance to players, and educational programming are recommended for more successful transitions out of golf.
Research Contribution
This study contributes to the growing body of athletic identity literature and provides empirical insight into how developmental tour golfers navigate tumultuous career paths, both in normal times and with the added constraints of COVID-19.
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Physical activity (PA) has been shown to have many positive effects on the health, well-being and quality of life people with disabilities. However, empirical evidence tells us that these people perform less PA than their non-disabled peers. In order to contribute to knowledge and the consequent application of public health policies to promote PA, the present doctoral thesis aims to study Spanish university students with disabilities PA, through a 3-year follow-up study, along with whether or not they complied with the World Health Organization’s (WHO) physical activity recommendations and relating it to different variables such as athletic identity (AI), life satisfaction (LS) and screen time (ST). A validation, longitudinal study, cross-sectional study, and a nonlinear study make up this thesis. Spanish university students with disabilities were recruited through the universities’ disability care services. The participants ranged from 355 in the longitudinal study to 1,227 in the cross-sectional study. The International Physical Activity Questionnaire (IPAQ), Athletic Identity Measurement Scale (AIMS), Adolescent Sedentary Activity Questionnaire (ASAQ) and Satisfaction With Life Scale (SWLS) were the instruments used for data collection. The data collected were treated using the corresponding tests for each type of non-normal data. Confirmatory factor analysis, Spearman corrections, Mann-Whitney U, Kruskal-Wallis tests, Wilcoxon tests and Self-Organized Maps (SOM) were used for data analysis. The main results obtained indicate that the PA performed by university students with disabilities is still very low. Although no significant differences were found in longitudinal comparisons across PA domains (i.e., total, vigorous, moderate, walking), vigorous PA suffered a greater reduction over the three-year course, especially in women. At the same time, moderate PA seems to be the most accessible for students with disabilities, especially for those with multiple disabilities. Underweight and normal weight students had higher values of general, vigorous and moderate PA. Over the course of 3 years, the percentage of students who complied with the WHO’s PA recommendations was reduced, with a 0.6% decrease from 41.4% in Wave I to 40.8% in Wave II. There was also a 5.3% increase in people classified as overweight-obese over the course of 3 years. On the other hand, the AIMS was validated for the population of university students with disabilities and found significant positive correlations between AI and the time of practice of moderate and vigorous physical activities. The students’ LS was also studied and they were found to be ‘slightly dissatisfied’ with their LS. The youngest students, and those with congenital disabilities, obtained better LS than the older groups and those with acquired disabilities. Positive correlations of LS and PA and AI were also identified. Finally, we found a high use of sedentary ST among the participants, with a total of 5.45 hours per day, in which computers were the most frequently used medium. We also found that the degree of disability plays a moderating role in this use, as students with a higher degree of disability obtained less ST than those with lower degrees. In conclusion, this doctoral thesis provides and expands knowledge in the area of physical activity and disability in the university environment. The results obtained can help to improve the policies used in physical-sports and health intervention, sports services and services of attention to these students. In this way, universities can improve their role as social agents and promote health, strengthen strategies and interventions for the promotion of healthy lifestyles and physical activity and thus improve the students’ lives while helping to meet the Sustainable Development Goals of the 2030 Agenda.
https://roderic.uv.es/handle/10550/81525
Background: Retirement issues as one of the emotional disturbance factor for pre-retired collegiate athletes to be solved, especially female. A case study of female collegiate athlete in using the CBT self-help tools as the latest direction for psychologist to recognize how to make the female collegiate athlete be a subjective well-being. Purpose: To facilitate the learning purpose for the usage of CBT self-help tools and (2) to promote the importance of mental health for the pre-retired collegiate athlete. Objective of the study is to increase the cognition of psychological therapy in CBT self-help tools and promote the benefits of CBT self-help tools for Hong Kong Student Athlete.
This chapter discusses the prevalence and impact of trauma and adverse childhood experiences (ACEs) on today's youth. Information related to the impact of previous trauma and sports-related trauma on youth athletes is discussed. The benefits of sports and physical activity in combatting the effects of trauma are presented. Information about trauma-informed models, pedagogies, and coaching practices are presented in order to highlight the importance of awareness and implementation of trauma-sensitive coaching pedagogies to help youth athletes including those who have been impacted by trauma or ACEs thrive.
ResearchGate has not been able to resolve any references for this publication.